U.S. patent number 8,696,364 [Application Number 12/058,515] was granted by the patent office on 2014-04-15 for systems and methods for computerized interactive training.
This patent grant is currently assigned to Breakthrough Performancetech, LLC. The grantee listed for this patent is Martin L. Cohen. Invention is credited to Martin L. Cohen.
United States Patent |
8,696,364 |
Cohen |
April 15, 2014 |
**Please see images for:
( Certificate of Correction ) ** |
Systems and methods for computerized interactive training
Abstract
Interactive electronic training systems and methods are
described herein. Certain embodiments provide preprogrammed video,
audio, and/or textual presentations of training materials which
provide information related to skills/information to be trained. A
scenario including real or animated actors is presented, simulating
an interaction. The example training system presents related
queries for the trainee who audibly responds. The training system
stores a score based in part on a comparison of the trainee's
response with an answer stored in training system memory.
Optionally, the scores are substantially immediately presented by
the system to the trainee.
Inventors: |
Cohen; Martin L. (Malibu,
CA) |
Applicant: |
Name |
City |
State |
Country |
Type |
Cohen; Martin L. |
Malibu |
CA |
US |
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Assignee: |
Breakthrough Performancetech,
LLC (Los Angeles, CA)
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Family
ID: |
39789288 |
Appl.
No.: |
12/058,515 |
Filed: |
March 28, 2008 |
Prior Publication Data
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Document
Identifier |
Publication Date |
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US 20080254425 A1 |
Oct 16, 2008 |
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Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
Issue Date |
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60908598 |
Mar 28, 2007 |
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60948881 |
Jul 10, 2007 |
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60954273 |
Aug 6, 2007 |
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Current U.S.
Class: |
434/323; 434/350;
434/322; 434/362 |
Current CPC
Class: |
G09B
7/00 (20130101); G09B 19/04 (20130101); G09B
7/04 (20130101); G09B 5/04 (20130101); G09B
5/06 (20130101); G09B 5/00 (20130101); G09B
5/065 (20130101); G09B 7/06 (20130101); G09B
7/02 (20130101); G09B 19/00 (20130101) |
Current International
Class: |
G09B
23/28 (20060101) |
Field of
Search: |
;434/219,247,257,258,322,323,350,362 |
References Cited
[Referenced By]
U.S. Patent Documents
Foreign Patent Documents
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2271262 |
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Apr 1994 |
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GB |
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2000330464 |
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Nov 2000 |
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JP |
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200272843 |
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Mar 2002 |
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JP |
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200489601 |
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Mar 2004 |
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JP |
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2004240234 |
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Aug 2004 |
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JP |
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WO 8505715 |
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Dec 1985 |
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WO |
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Other References
International Search Report and Written Opinion; PCT/US08/58781,
Filing date: Mar. 28, 2008; mailed Oct. 1, 2008. cited by applicant
.
PCT International Search Report and Written Opinion, PCT
Application No. PCT/US2009/051994, dated Sep. 23, 2009. cited by
applicant .
PCT International Search Report and Written Opinion dated Jul. 23,
2008, PCT Application No. PCT/US2006/003174. cited by applicant
.
PCT International preliminary report on patentability; PCT
Application No. PCT/US2006/003174, dated: Mar. 31, 2009. cited by
applicant .
PCT International Search Report and Written Opinion; PCT/US
08/050806; International Filing Date: Jan. 10, 2008; Mailed Jul. 8,
2008. cited by applicant .
Australian Office Action, dated Jan. 31, 2012, on patent
application 2008230731 by Breakthrough Performancetech, LLC, 3
pages. cited by applicant .
English translation of Japanese Office Action regarding Japanese
Patent Application No. 2007-553313, dated Mar. 12, 2012 and
transmitted on Mar. 21, 2012. cited by applicant.
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Primary Examiner: Gishnock; Nikolai A
Attorney, Agent or Firm: Knobbe, Martens, Olson & Bear,
LLP
Parent Case Text
PRIORITY APPLICATION
This application claims the benefit of U.S. Provisional Patent
Application 60/908,598, filed Mar. 28, 2007, U.S. Provisional
Patent Application 60/948,881, filed Jul. 10, 2007, U.S.
Provisional Patent Application 60/954,273, filed Aug. 6, 2007, the
entire disclosures of which are hereby incorporated by reference
herein.
RELATED APPLICATIONS
This application is related to copending application, entitled
SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVE TRAINING,
application Ser. No. 12/058,481, copending application, entitled
SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVE TRAINING,
application Ser. No. 12/058,491, copending application, entitled
SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVE TRAINING,
application Ser. No. 12/058,493, and copending application,
entitled SYSTEMS AND METHODS FOR COMPUTERIZED INTERACTIVE TRAINING,
application Ser. No. 12/058,525, all filed on the same date as the
present application, the entirety of which are hereby incorporated
by reference, including the detailed description of preferred
embodiments and the figures.
Claims
What is claimed is:
1. A method of training a user via an interactive electronic
training system wherein the user views and hears a presentation and
verbally articulates answers, the method comprising: providing via
an interactive electronic training system terminal an informational
presentation of information on which the user is to be tested and
trained; providing via the interactive electronic training system
terminal a training presentation of an interaction between two or
more real or simulated people, of a person appearing to speak to
the user, and/or a monologue by a person, wherein the training
presentation includes audible articulated words and a visual
presentation of at least one person speaking or appearing to speak;
providing, via the interactive electronic training system terminal,
user instructions via which the user is instructed to identify
using verbal articulation one or more correct acts of a first type
committed by at least one of the persons in the training
presentation using an audible articulation, without providing a
choice of answers from which the user can select; causing, at least
in part, an indication to be stored by the interactive electronic
training system, in computer readable memory as to whether the user
correctly identified a first correct act performed by at least one
of the persons in the training presentation; enabling, at least in
part, a user instruction to be provided by the interactive
electronic training system via which the user is instructed to
verbally identify one or more errors committed by at least one of
the persons in the training presentation, without providing a
choice of answers from which the user can select; causing, at least
in part, an indication to be stored by the interactive electronic
training system in computer readable memory as to whether the user
correctly identified a first error committed by at least one of the
persons in the training presentation; providing, via the
interactive electronic training system terminal, user instructions
via which the user is instructed to verbally explain why it is
important to correct the first error, without providing a choice of
answers from which the user can select; causing, at least in part,
an indication to be stored by the interactive electronic training
system in computer readable memory as to whether the user correctly
explained why it is important to correct the first error; causing,
at least in part, the user to be asked, via the interactive
electronic training system terminal, to recite, in the first
person, correct language that should have been used by at least one
of the persons in the training presentation so that the first error
would not have occurred, without providing a choice of answers from
which the user can select; presenting via the interactive
electronic training system terminal a preprogrammed correct answer
in the form of text, audio, animation, and/or video so that a
scorer can compare the preprogrammed correct answer with language
verbally provided by the user in response to the instruction to
state correct language and enter a corresponding score
substantially immediately after the user responded to the
instruction to state correct language; causing, at least in part,
an indication to be stored by the interactive electronic training
system in computer readable memory as to whether the user recited
the correct language; calculating at least one score by the
interactive electronic training system based at least in part on
one or more of the stored indications, including at least the
indication as to whether the user correctly identified a first
correct act performed by at least one of the persons in the
training presentation; causing, by the interactive electronic
training system, the at least one score to be visibly
presented.
2. The method as defined in claim 1, wherein the user is asked to
recite, in the first person, the correct language that should have
been used using role model language presented during the
presentation of information.
3. The method as defined in claim 1, wherein the interactive
electronic training system terminal provides the correct language
that should have been used in the form of a video or animation
including a real or simulated person speaking the correct
language.
4. The method as defined in claim 1, the method further comprising:
automatically starting a timer in coordination with the system
presenting an instruction that the user to be asked to recite, in
the first person, correct language that should have been used;
providing a stop timer control; and providing an instruction that
the stop timer control be activated when the user begins
reciting.
5. The method as defined in claim 1, wherein the training
presentation is randomly selected by the system from a set of
training presentations.
6. The method as defined in claim 1, the method further comprising:
causing, at least in part, the user to be queried to verbally
explain why the first correct act was a correct act without
providing an answer from which the user can select; and causing, at
least in part, an indication to be stored in computer readable
memory as to whether the user correctly explained why the first
correct act was a correct act.
7. The method as defined in claim 1, wherein the terminal is a
personal computer, a personal digital assistant, a phone, a digital
audio player device, a device connected to a satellite, or an
entertainment system, or any combination of the foregoing.
8. The method as defined in claim 1, wherein the user is queried to
verbally explain why it is important to correct the first error to
a person in physical and audible proximity with the user who also
scores the explanation.
9. The method as defined in claim 8, wherein the person in physical
and audible proximity with the user receives training by
facilitating the training of the user.
10. The method as defined in claim 1, wherein the user training is
performed without the participation and presence of a second
person.
11. The method as defined in claim 1, wherein if the user fails to
correctly identify the first error, the first error is identified
to the user before the user is asked to verbally explain why it is
important to correct the first error.
12. The method as defined in claim 1, wherein the first error is an
error of omission.
13. The method as defined in claim 1, wherein the first error
relates to the failure of the first person to inquire of a second
person as to whether the second person is interested in a first
product or service.
14. The method as defined in claim 1, the method further
comprising: providing user instructions via which the user is
instructed to verbally identify a correct style of at least one of
the persons in the presentation, without providing a choice of
answers from which the user can select; causing, at least in part,
an indication to be stored in computer readable memory as to
whether the user identified a correct style of at least one of the
persons in the presentation, providing user instructions via which
the user is instructed to verbally identify an incorrect style of
at least one of the persons in the presentation, without providing
a choice of answers from which the user can select; and causing, at
least in part, an indication to be stored in computer readable
memory as to whether the user identified an incorrect style of at
least one of the persons in the presentation.
15. The method as defined in claim 1, wherein the informational
presentation provides information corresponding to one or more
questions that will be asked of the user related to at least a
portion of the training presentation, and the method further
comprising: enabling a selected portion of the informational
presentation corresponding to a first question asked of the user to
be re-presented after the user is asked the first question, wherein
the system automatically locates the selected portion at least
partly in response to a manually input play command.
16. The method as defined in claim 1, the method further comprising
providing a user interface including: a first user input control
enabling a user command to be provided which causes an entire
presentation of a conversation to be played; and a plurality of
conversation segment controls enabling corresponding segments of
the presentation conversation to be automatically located and
selectively played.
17. The method as defined in claim 1, the method further comprising
generating a scoring report including at least a summary of
training subject matter, the summary including answers to at least
a portion of the questions asked of the user.
18. The method as defined in claim 1, wherein the user is
instructed to verbally identify one or more correct acts of a first
type, committed by at least one of the persons in the presentation
by stating what task discussed in the presentation of information
the one or more correct acts corresponds to and/or by articulating
language provided in the presentation of information.
19. The method as defined in claim 1, wherein the user is
instructed to use information provided in the presentation of
information to verbally identify one or more errors committed by at
least one of the persons in the presentation.
20. The method as defined in claim 1, the method further comprising
providing a user interface via which a selection portion of the
presentation of information can be accessed including: (a) text, or
(b) an actor or animated person stating or reciting correct
language, or (c) an actor or animated person stating or reciting a
discussion of a task, or (d) any combination of (a), (b), (c).
21. A method of training a user via an interactive electronic
training system, the method comprising: providing via an
interactive electronic training system terminal an informational
presentation, the informational presentation including example
language for use by a first person in obtaining and/or providing
information to a second person; providing via the interactive
electronic training system terminal a training presentation of an
interaction between two or more real or simulated people, of a
person appearing to speak to the user, and/or a monologue by a
person, wherein the training presentation includes one or more
scripted correct acts and one or more scripted errors designed to
train a user with respect to one or more skills; providing via the
interactive electronic training system terminal user instructions
via which the user is instructed to verbally identify one or more
correct acts of a first type committed by at least one of the
persons in the training presentation without providing a choice of
answers from which the user can select; causing, at least in part,
an indication to be stored in computer readable memory as to
whether the user correctly identified a first correct act performed
by at least one of the persons in the training presentation;
providing user instructions via which the user is instructed to
verbally identify one or more errors committed by at least one of
the persons in the training presentation; causing, at least in
part, an indication to be stored in computer readable memory as to
whether the user correctly identified a first error committed by at
least one of the persons in the training presentation; causing, at
least in part, the user to be asked to verbally state, in the first
person using language from the informational presentation, what
should have been said by at least one of the persons in the
training presentation so that the first error would not have
occurred, without providing answers from which the user can select;
presenting via the interactive electronic training system terminal
a preprogrammed correct answer in the form of text, audio,
animation, and/or video so that a scorer can compare the
preprogrammed correct answer with language provided by the user in
response to the instruction to state correct language and enter a
corresponding score substantially immediately after the user
responded to the instruction to state correct language; and
causing, at least in part, an indication to be stored in computer
readable memory as to whether the user correctly explained what
should have been said so that the first error would not have
occurred.
22. The method as defined in claim 21, wherein the user is not
provided answers from which to select when responding to the
instruction to verbally identify one or more errors, and when
responding to the request to verbally state what should have been
said by at least one of the persons in the training presentation so
that the first error would not have occurred.
23. The method as defined in claim 21, wherein the user is in
physical and audible proximity with the scorer when responding to
the instruction to state correct language.
24. The method as defined in claim 21, wherein at least one
scripted error is intended to train the user with respect to a
skill specified by the user's employer.
25. The method as defined in claim 21, wherein the training
presentation is randomly selected by the system from a set of
training presentations that include at least one person engaged in
an actual or simulated conversation or monologue.
26. The method as defined in claim 21, wherein the user is
instructed to verbally identify one or more errors committed by at
least one of the persons in the training presentation using
information provided in the informational presentation.
27. The method as defined in claim 21, the method further
comprising: causing, at least in part, the user to be queried to
verbally explain why the first correct act was a correct act
without providing an answer from which the user can select; and
causing, at least in part, an indication to be stored in computer
readable memory as to whether the user correctly explained why the
first correct act was a correct act.
28. The method as defined in claim 21, the method further
comprising: causing, at least in part, the user to be asked to
verbally explain why it is important to correct at least one error
without providing an answer from which the user can select; and
causing, at least in part, an indication to be stored in computer
readable memory as to whether the user correctly explained why it
is important to correct the at least one error.
29. The method as defined in claim 21, the method further
comprising training the user in taking notes, including training
the user to prioritize what is to be noted with respect to the
first training presentation.
30. The method as defined in claim 21, the method further
comprising enabling a selected portion of the informational
presentation corresponding to a first question asked of the user to
be re-presented after the user is asked the first question, wherein
the system automatically locates the selected portion at least
partly in response to a manually input play command.
31. An article of manufacture comprising: program code stored in
non-transitory computer readable memory, that when executed by a
computing system is configured to cause the computing system to
perform operations comprising: provide an informational
presentation for display via an electronic terminal; provide for
display via the electronic terminal a presentation of at least one
person speaking, wherein the presentation includes at least one
error committed by a first person, wherein the at least one error
is scripted to train the user; provide for display via the
electronic terminal an instruction via which the user is to be
instructed to identify one or more errors committed by at least one
person in the presentation, wherein at least one error relates to a
verbal communication; store in computer readable memory an
indication related to the user's performance in providing the
identification of one or more errors; provide for display via the
electronic terminal an instruction via which the user is to be
instructed to explain why at least one error should be corrected;
store in computer readable memory an indication related to the
user's performance in providing the explanation as to why the least
one error should be corrected; provide for display via the
electronic terminal an instruction via which the user is to be
instructed to state correct language in the first person
corresponding to the verbal communication; present for display via
the electronic terminal a preprogrammed correct answer, including
text and/or audio, so that a scorer can compare the preprogrammed
correct answer with language provided by the user in response to
the instruction to state correct language and enter a corresponding
score substantially immediately after the user responded to the
instruction to state correct language; and receive and store in
computer readable memory the score related to the user's response
to the query regarding correct language and present the score to
the user.
32. The article of manufacture as defined in claim 31, the
operations further comprising enabling a selected portion of the
informational presentation corresponding to a first question asked
of the user to be re-presented after the user is asked the first
question, wherein the system automatically locates the selected
portion at least partly in response to a manually input play
command.
33. The article of manufacture as defined in claim 31, the
operations further comprising randomly selecting a presentation
from a set of presentations.
34. A method of training a user via an interactive electronic
training system at least in part by engaging a user's hearing and
seeing senses and by having the user perform audible articulation,
the method comprising: providing via an interactive electronic
training system terminal an informational presentation to be heard
and/or viewed by the user, the informational presentation including
one or more elements that are to be utilized by a first person
during an interaction of a first type with a second person;
providing via the interactive electronic training system terminal a
training presentation of at least one person, wherein the training
presentation is configured to include one or more errors committed
by the first person with respect to performance of at least one
element; causing, at least in part, the user to be instructed to
identify using an audible articulation at least one error with
respect to performance of at least one element by the first person;
causing, at least in part, an indication to be stored by the
interactive electronic training system in computer readable memory
as to whether the user identified at least a first error with
respect to performance of at least one element; causing, at least
in part, an indication to be stored by the interactive electronic
training system in computer readable memory as to whether the user
identified information related to significance of the first error;
and causing, at least in part, an indication to be stored by the
interactive electronic training system in computer readable memory
as to whether the user identified information related to avoidance
of the first error; calculating at least one score by the
interactive electronic training system based at least in part on
one or more of the stored indications, including at least the
indication as to whether the user correctly identified at least a
first error with respect to performance of at least one element;
causing, by the interactive electronic training system, the at
least one score to be visibly presented.
35. The method as defined in claim 34, the method further
comprising at least partly causing the user to be instructed to
verbally identify information related to the avoidance of the first
error.
36. The method as defined in claim 34, the method further
comprising at least partly causing the user to be instructed to
articulate in the first person language corresponding to language
presented during the informational presentation corresponding to
the first error.
37. The method as defined in claim 34, wherein the user is in
physical and audible proximity with a person performing a scoring
function when responding to the instruction to identify, using an
audible articulation, at least one error.
38. The method as defined in claim 1, the method further
comprising: automatically starting a timer in coordination with the
system presenting an instruction that the user perform a first act;
providing a stop timer control; and providing an instruction that
the stop timer control be activated when the user begins performing
the first act.
39. The method as defined in claim 34, the method further
comprising causing, at least in part, the user to be queried to
identify at least one element correctly performed by the first
person.
40. The method as defined in claim 34, wherein the training
presentation is randomly selected by the system from a set of
training presentations that include at least one person engaged in
an actual or simulated conversation or monologue.
41. The method as defined in claim 34, the method further
comprising: at least partly causing the user to be instructed to
verbally identify an element correctly performed by the first
person; and at least partly causing the user to be instructed to
verbally explain why the performance of the element identified as
correctly performed was correctly performed without using a
multiple choice question.
42. The method as defined in claim 34, the method further
comprising enabling a selected portion of the informational
presentation corresponding to a first question asked of the user to
be re-presented after the user is asked the first question, wherein
the system automatically locates the selected portion at least
partly in response to a manually input play command.
Description
COPYRIGHT RIGHTS
A portion of the disclosure of this patent document contains
material that is subject to copyright protection. The copyright
owner has no objection to the facsimile reproduction by any one of
the patent document or the patent disclosure, as it appears in the
Patent and Trademark Office patent file or records, but otherwise
reserves all copyright rights whatsoever.
STATEMENT REGARDING FEDERALLY SPONSORED R&D
Not applicable.
PARTIES OF JOINT RESEARCH AGREEMENT
Not applicable.
REFERENCE TO SEQUENCE LISTING, TABLE, OR COMPUTER PROGRAM
LISTING
Not applicable.
BACKGROUND OF THE INVENTION
1. Field of the Invention
The present invention is directed to interactive training, and in
particular, to methods and systems for electronic interactive
training.
2. Description of the Related Art
In order to teach employees and others new skills, training systems
have been developed. However, many conventional training systems
are based on the premise that the most efficient way to train
people (e.g., in performing a task) is to have them read a text
regarding a task and/or have them observe or listen to a
presentation of someone performing the task without any follow-up
questions, or, using a form, have the trainee answer multiple
choice questions (in which possible correct and incorrect answers
are presented) regarding what they have read or viewed.
Disadvantageously, many of these conventional techniques fail to
provide adequate training reinforcement and often fail to
adequately engage the trainee. Further, many of these conventional
techniques fail to adequately develop a trainee's fluency,
automaticity or the trainee's ability to generalize the training.
Thus, many trainees trained using such conventional techniques are
unable to adequately utilize the skills being trained in real world
environments.
SUMMARY OF THE INVENTION
The present invention is directed to interactive training, and in
particular, to methods and systems for computerized interactive
training and learning. For example, certain embodiments can be used
to teach people to enhance their performance with respect to a
variety of skills.
Certain illustrative embodiments provide an interactive, optionally
Web-based, performance training and coaching system that focuses on
both knowledge acquisition and behavioral embedding of skills and
techniques.
Certain embodiments provide preprogrammed video, audio, and/or
textual presentations of training materials which provide
information related to skills/information to be trained. A scenario
including real or animated actors is optionally presented,
simulating an interaction. The training system presents related
queries for the trainee who responds (e.g., audibly responds using
role playing language or otherwise). The training system stores a
score based in part on a comparison of the trainee's response with
an answer stored in training system memory. Optionally, the scores
are substantially immediately presented by the system to the
trainee.
Certain embodiments and teachings disclosed herein can be utilized
with respect to various fields where interpersonal/knowledge
proficiency applies. These fields include, but are not limited to,
some or all of the following: business situations and employment
"families" (e.g., interactions between employees and
customers/prospects, internal clients, managers and employees, and
managers with other managers regarding sales, service,
leadership/management/coaching, administration, etc.), educational
situations, such as those where fluency of knowledge is important,
consumer situations (e.g., counseling relationships, marketing,
sales, etc.), family relationships, healthcare situations, etc.
Certain embodiments and teachings disclosed herein can also be
utilized for selection testing, assessment, certification, and
compliance among various other uses. Further, certain embodiments
and teachings disclosed herein can optionally be applied to
individual and team/group performance. Certain embodiments and
teachings disclosed herein can optionally be utilized in
multi-cultural fashion.
In contrast to conventional training systems, certain example
embodiments optionally utilize "unprompted" real world verbal
answering by a trainee, versus "prompted" multiple-choice or
true/false responses of other automated systems. By virtue of the
verbal responding, a trainee's cognitive and psychomotor functions
are both engaged, versus only the cognitive functions as with
traditional eLearning. Thus, certain embodiments described herein
convert knowledge into desired behaviors and embed knowledge and
skill acquisition.
The foregoing attributes enable focused learning, such as with
respect to verbal interactions where individuals/teams are expected
to respond without "reference sources", as is the case in most
"real world" human interactions. Thus, certain embodiments enhance
the acquisition of skills as well as the embedding of skills via
verbal challenges. Furthermore, certain embodiments optionally are
configured to drive continuous learning using changing/new verbal
challenges, scenarios, etc., which can be added or updated to as
desired.
Further, certain embodiments optionally teach and test a trainee
with respect to accurate verbalization of key or important elements
of knowledge (and optionally other types of knowledge).
Additionally, certain embodiments optionally test trainees with
respect to the speed of their answers, and on the confidence level
of their responses.
Furthermore, optionally certain embodiments optionally utilize
"real-world" randomized challenges that reflect the real-world
environment with the option of focused training, drilling and
testing in particular areas of need.
Certain example embodiments address current information in the
fields of neuroscience and learning theory to enhance a trainee's
fluency and automaticity and generalization, which can enhance a
trainee's performance in real world environments. Certain
embodiments optionally enhance trainee fluency with respect to
different skills via trainee practice, drilling, repetition, by
having the trainee respond at rapid rates, and by providing
built-in positive reinforcement. Certain example embodiments
provide multi-modal, multi-channel integrated learning by affecting
different brain areas, such as the occipital and temporal
lobes.
Certain embodiments optionally simultaneously and/or interactively
teach and test via a combination of interconnected verbal drilling
and scoring, plus optional pre-study materials. Knowledge
acquisition and verbal skills performance are significantly
enhanced by the optional looping cycle of being questioned,
verbally answering, being exposed to the right answers, and
seeing/hearing optional guideline role plays in rapid succession.
Because of the immediacy of scoring optionally provided in certain
embodiments, performance is rapidly measured and specific feedback
is quickly or instantly provided, further enhancing training
effectiveness. It has been noted that the closer the measurement
and feedback is to the event being measured/scored, the greater the
impact on learning and future performance.
This teaching and testing methodology provided via certain
embodiments are substantially enhanced by having users/trainees
operate virtually in real-time, which leverages the quality of
learning, the speed of learning, learning engagement, retention,
and the embedding of learning and skills.
Teaching and testing methodologies provided via certain optional
embodiments enhance critical thinking by having participants take a
"challenge" to logical conclusions versus the more common "jumping
to conclusions". For example, in certain optional embodiments, a
trainee is asked a question and then the system asks additional
related questions, drilling down for more granularity, which helps
learners to more fully analyze and understand situations that they
will likely face. This is in contrast with traditional eLearning
systems which typically ask a question, elicit a response, and then
moves on to the next question regarding another topic. Further, in
certain embodiments, even if a trainee answers a given question
incorrectly, optionally the trainee is provided the correct answer
and is then still tested using other related questions (that rely
on the correct answer), thereby further enhancing critical
thinking.
Training systems and methods described herein are based on how
people really learn. That is, in certain optional embodiments, via
multiple exposures to differing situations which they will face in
real life, and through logical rehearsals and practice. Thus,
purpose built scenarios are created and utilized that simulate real
world experience. Therefore, learning is encoded through multiple
and "unlimited" simulated scenarios which replicate real-world
situational opportunities. These multiple and ongoing exposures
result in accelerated and compressed experiential learning.
Thus, certain example training systems and methods enable daily
training and reinforcement vs. mere single event/limited "role
plays/scenarios/modeling" and/or reinforcement training (as is
conventionally performed), and thereby capitalizes on advances in
neuroscience research. Continuous learning and engagement is thus
enhanced. Furthermore, dilution of knowledge and behavioral
performance is reduced and/or eliminated because of this periodic,
frequent (e.g., daily, weekly, monthly, etc.) utilization. Thus,
training impact falloff is also reduced and/or eliminated.
Certain embodiments optionally utilize brief high-impact
modules/drills/rehearsals, which are very repeatable by virtue of
their brevity, which encourages re-use and reinforcement. These
high levels of repetition positively impact short-term,
intermediate-term and long-term memory and learning. Thus, certain
embodiments cause initial embedding, ongoing embedding, and the
capacity of trainees to adapt what they have learned to the real
world ("embedding adaptations").
Optionally, trainees can repeat previously used modules as well as
module adaptations, in addition to new modules.
Certain embodiments optionally utilize a "story context" in
providing training, which is more effective with respect to
learning, retaining, and embedding information than rote
memorization.
Certain embodiments optionally utilize "purpose built" modules
which focus on the most or relatively more important and
prioritized relevant concepts to organizations, groups, teams
and/or individual users. This enhances focused attention through
the use of relevant, to-the-point scenarios. Furthermore, this
relevancy is optionally granular enough so that users realize that
what they are learning they may put into practice in real world
situations immediately thereafter (e.g., the same day). In this
regard, the ability to engineer precise technique training and
testing based upon real-world performance opportunities and gaps is
enhanced. This is achieved through the use of purpose-built
scenarios targeted to improve specific performance and results. For
example, a scenario can be purpose-built to insert what the
commissioning or designing entity believes is relatively more
important for their trainees to learn. For example, the
commissioning or content designer entity can be a company, school,
group, individual, etc., that identifies the most or relatively
more important opportunities and challenges that their trainees
will encounter. This also enhances mental encoding, as the learners
know that they will need to utilize what they are being taught in
their real world environment, possibly immediately.
Certain embodiments are configured to be utilized by two
participants at a time in a given training session, the
trainee/student and a "teacher/coach/facilitator/trainer" (also
referred to as a learning partner). In certain embodiments, the
person in the role of "teacher/coach/facilitator/trainer can be an
untrained peer or a trained teacher, etc. Thus, certain embodiments
of the training process can be leader, peer, or trainer
facilitated. Furthermore, it can be utilized with team interactions
for more than two participants. This creates enhanced focus,
engagement, and attention by enabling persons to interact and
learn; provides leveraged motivation concentration and fun (wherein
in certain embodiments the training is in a "video game" format);
provides local team engagement, whether in offices, groups,
classrooms, etc; instant accountability and feedback through the
use of segment scores and role modeled proper responses; provides
"dual learning" (where both the facilitator and learner are engaged
in the learning process); and further provides "emotional
simulation," as responses are to a real person, which simulates the
real world environment where people interact.
Certain embodiments optionally include a "back and forth" mode
where the user and facilitator switch roles after a given question
and/or as frequently as desired. This mode of operation enhances
engagement and can also be used for competitive team scoring.
Additionally, certain embodiments can be used individually and/or
in combination with others, creating a solo mode, a multi-person
mode, or a mode that combines solo and two or more persons. Thus,
certain embodiments can be used "solo" for rehearsal and
self-drilling, and with others for interactive drilling and
testing.
Optionally, even in the solo mode, responses by the learner are
verbal, thus creating constant role plays/rehearsals for real world
involvement. Because role plays/rehearsals, even in a solo mode,
are optionally implemented using the automated methodology
described herein, it overcomes the problem of diluted and
ineffective role plays/rehearsals which are typically the norm when
people utilize role plays/rehearsals by themselves.
Certain embodiments provide sufficient flexibility so that generic
and custom content can be included as needed or desired. With
respect to customization, certain embodiments enable an entity
utilizing certain training systems and processes described herein
to insert its own custom content. This enables entities employing
the training system to precisely tailor a training program for
their significant, relatively more important objectives, utilizing
their own internal content, language and examples.
Thus, certain embodiments serve as a learning tool and delivery
platform independent of the actual content. As such, content
specific and unique to a given organization can be presented.
Optionally, training modules can be rapidly created, and can be
adapted and modified, allowing for continuous module development
and continuous improvement of the content. This enables lessons
from real world deployment to be used to appropriately modify
existing modules. This also allows for a constantly fresh and new
experience as part of a continuous improvement program.
Certain embodiments provide for academically and emotionally
"fail-safe" utilization with facilitators/trainers, in that answers
are already programmed into a given module. The reason that it is
academically fail-safe is that the technology provides the
facilitators/trainers with the correct answers during the training
session, so that the facilitators/trainers do not have to know the
answers on their own, and do not need to worry as to whether they
are prepared to evaluate the trainee. The reason that it is
emotionally fail-safe is that the technology provides the
challenges and answers for scoring rather than the
facilitator/trainees. Thus, in such embodiments facilitators do not
need advanced knowledge of the training materials, nor are they in
a "confrontational mode" with users/trainees. Furthermore, scoring
is based upon a highly objective methodology, even though the
answering is verbal, which further reduces tension between the
facilitator and trainee.
An example embodiment optionally breaks out scoring assessments,
providing for substantially immediate feedback, accountability and
reinforcement. The example embodiment scores by category and
sub-category. Therefore, it provides substantially instant feedback
on a sub-category basis, and total feedback for the "full" category
(e.g., including the summation of scores for the sub-categories).
This substantially instant evaluation enables the pinpointing of
areas where improvement is needed, optionally including improvement
in the ability to articulate the correct answers/content, as well
as the assessment of speed/fluency and style/confidence.
Furthermore, a trainee's performance can be self-scored and/or
"distance scored" by remote facilitators.
Optionally, modules are purposely implemented to be short in
duration for learning and comprehension reasons, to aid in
information and performance retention, to limit the time away from
real world obligations and responsibilities, and so that modules
can be used for training daily without a significant time cost per
day. Optionally, relatively longer versions of modules are also
provided. Thus, "snapshot" and "full-length" formats are
provided.
Avatars (e.g., in the form of animations) and/or live video and/or
audio are optionally utilized for monologues, dialogues and/or
group conversations (optionally including statements and/or
questions aimed directly at the trainee). A "bank" of avatars is
optionally provided for users (e.g., training implementers) to
select from and insert into modules on a module-by-module basis.
Thus, issues of multi-culturalism, diversity and global/regional
uniqueness are resolved.
Optionally, speech is programmed by utilizing text to speech and/or
recorded voices, which also allows diversity and customization
using a desired language and/or dialect.
Certain embodiments provide optional pre-study learning sections
and results summary sections, which can be accessed for initial
learning and for reinforcement purposes and can optionally be
printed out in hard copy. Optionally, the results summary sections
are available during utilization of a training module, within
training module segments, as well as at the end of a training
module for substantially instant reinforcement purposes.
Additionally, optionally the pre-study teachings are aligned with
challenges, scoring and optionally with guideline "default role
models" that represent an ideal or appropriate manifestation of the
basics.
Certain embodiments include an optional instant replay of the
pre-study materials when desired, which is aligned with the portion
of the pre-study that applies to aspects of a particular module or
segment. Thus, a solution is provided for when a user challenges
the facilitator regarding an answer that they believe was not part
of the pre-study.
Thus, as described herein, certain optional embodiments virtually
function as "automated coaching" for the techniques and skills
being trained. This is achieved by engaging users regarding what
was done right in a scenario, what were the errors, why is it
important to correct the errors, correcting the errors using
first-person language, seeing a "verbal first-person role model
correcting the errors", and analyzing correct and incorrect styles.
Such focusing on errors and error correction capitalizes on
error-based learning, and aids high grade learning that drives
behavioral change. Furthermore, by placing users in the position of
a "safe" third-person coach, learning is enhanced. One effective
method of learning is by actually teaching the skills/information
to others and/or by being in an observational/coaching mode,
wherein the "teacher" is also learning the skills/information by
virtue of acting as a teacher. In this regard, this principle also
operates in a similar fashion when the user is expected to actually
function as a coach in the real world. Thus, using embodiments
disclosed herein, by virtue of being in the role of a coach,
watching, listening, and/or reading, analyzing, and commenting on
the performance of another (e.g., a participant, in the form of an
avatar or a real person in a video, in a scenario presented to the
trainee), the trainee learns and embeds the skills and knowledge
being taught. In the solo mode, the example embodiment functions as
an automated self-coaching tool.
Optionally, certain embodiments teach a user to identify relevant
opportunities and potential needs of others, to understand why they
are opportunities/needs, and how to capitalize/provide solutions to
these identified opportunities/needs. Further, certain embodiments
train the mind to specifically seek out the opportunities/needs
that are desirable to recognize, and how to capitalize on such
opportunities/needs. Certain processes ask a trainee to verbally
identify opportunity clues; the stated and/or unstated needs
embedded in these opportunity clues (e.g., including future
anticipated needs/opportunities); and the appropriate products,
services and/or solutions that would capitalize on identified
opportunities/needs. Thus, it moves the users from "opportunity
blindness and/or casual awareness" to insightful and functional
observations, with correlating solution identification and
recommendations.
Certain embodiments optionally utilize an automated case history
approach with respect available data (data regarding a customer, a
prospect, a client, a family member, a student, an employee, etc.).
The data can be data present via data screens (e.g., using data
obtained for a customer account database/CRM system), information
gathered (e.g., gathered via a verbal communication with a customer
or prospect, a family member, a student, an employee,) during
needs/opportunity analysis and/or other conversational engagements
with customers, prospects, and/or internal personnel, as well as in
educational, consumer and/or healthcare settings, among many
others. This methodology teaches and tests the trainee with respect
to identifying stated, unstated and potential future
needs/opportunities, etc., based upon a case history, and then
making proper recommendations and justifying/explaining such
recommendations. Optionally, the trainee is to provide verbal
responses without access to answers. Answers are thereafter
provided and the trainee is scored accordingly. Thus, certain
embodiments teach a trainee to rationally analyze "symptoms,
diagnosis and treatment" where the symptoms correspond to the data,
the diagnosis corresponds to the identification of
needs/opportunities, and the treatment corresponds to the
recommendations.
This methodology teaches and tests upon how to listen versus simply
telling people to "listen better." It trains learners in how to
"listen between the lines" and understand what is truly meant in a
conversation. It teaches learners to reach conclusions based upon
actual word usage and the "verbal delivery" of those words. This
educates learners to identify voice inflections that may contradict
the words being spoken and thus teaches them to clearly focus in on
what is said and meant.
Furthermore, certain embodiments optionally teach trainees to
prioritize, paraphrase, restate, and appropriately summarize. This
also enhances short-term memory by training the learner's mind to
process, retain, and restate elements of conversations or full
conversations.
Additionally, certain embodiments encourage focused listening
through the optional use of purpose-built, real-world conversations
that do not sound staged or contrived.
A flexible learning environment is provided in certain optional
embodiments with respect to interacting with/observing/listening to
full conversations and/or segments of conversations. In an example
embodiment, the learner progresses through a range of simple to
complex conversations and is requested to respond to challenges
about the full conversation or segments. Thus, it breaks out
segments and correlating questions. In the same regard, a flexible
learning environment is provided with the choice of holistically
responding to the totality of available information presented to
the learner or responding on a segment-by-segment basis.
Optionally, certain embodiments also enable learners to progress
from simple scenarios to more complex situations and respond to
challenges of increasing intricacy.
Certain embodiments optionally enable a user to identify and record
(verbally and/or textually) their own intrusive thoughts, which
will help focus and concentration, as it will create an awareness
of intrusive thoughts which did not previously exist.
Additionally, certain embodiments also optionally drive learning
how to take appropriate and prioritized notes.
Certain optional embodiments provide a parallel avatar process
which provides "variable controlled scenarios". That is, two
avatars (or real people) are shown in parallel with aspects of one
avatar differing from the other avatar so as to teach the user how
to distinguish between different aspects of communication.
Different elements can be varied while others are held constant,
and the trainee can be asked to compare the effect of the varied
elements.
For time management purposes and to deal with interruptions,
certain optional embodiments include a book-marking function which
allows a trainee/trainer to "pause and resume" the training
process.
Certain optional embodiments enable a trainee to access training
sessions on demand, via a computer and/or portable video/audio
player as compared to only having access within a scheduled
classroom setting as with many conventional systems. The training
software/modules can be hosted locally on a trainee terminal or
remotely and accessed over a wired and/or wireless network.
Furthermore, certain optional embodiments include providing a
learning management system to access modules and record
performance.
Certain embodiments optionally capitalize on learning theory (e.g.,
including links to Bloom's Taxonomy and/or Merrill's Principles of
Instruction). For example, with respect to Bloom's Taxonomy,
certain systems and processes embody multiple domains including the
cognitive, affective and psychomotor domains. For example, within
the psychomotor domain, it focuses on Set, Guided Response,
Mechanism, Complex Overt Response and Adaptation.
Certain embodiments include additional optional elements that
embody neuroscience research data including but not limited to,
some or all of the following: making it emotionally easy and "safe"
to learn; attention-grabbing; engaging strategies; priming;
surprise and novelty; repetition of information to consolidate
learned materials into long-term memory; visual information to
stimulate the occipital lobes; observations and repetitive practice
observations; hearing information to stimulate the temporal lobes;
instant feedback; multiple forms of review; multiple memory
pathways; brain plasticity; patterning; focusing on fives +/;
relevancy; learning in a meaningful context; critical thinking
questions; daily/periodic individual assessment/mini-assessment;
accountability; periodic/daily and multiple mini/full role plays;
relating to previously learned information.
An optional example embodiment provides a method of training a user
via an interactive electronic training system wherein the user
views and hears a presentation and verbally articulates answers,
the method comprising: providing via an interactive electronic
training system terminal a presentation of information on which the
user is to be tested and trained; providing via the interactive
electronic training system terminal a training presentation of an
interaction between two or more real or simulated people, of a
person appearing to speak to the user, and/or a monologue by a
person, wherein the presentation includes audible articulated words
and a visual presentation of at least one person speaking or
appearing to speak; providing user instructions via which the user
is instructed to identify using verbal articulation one or more
correct acts of a first type committed by at least one of the
persons in the presentation using an audible articulation, without
providing a choice of answers from which the user can select;
causing, at least in part, an indication to be stored in computer
readable memory as to whether the user correctly identified a first
correct act performed by at least one of the persons in the
presentation; enabling, at least in part, a user instruction to be
provided via which the user is instructed to verbally identify one
or more errors committed by at least one of the persons in the
presentation, without providing a choice of answers from which the
user can select; causing, at least in part, an indication to be
stored in computer readable memory as to whether the user correctly
identified a first error committed by at least one of the persons
in the presentation; providing user instructions via which the user
is instructed to explain why it is important to correct the first
error, without providing a choice of answers from which the user
can select; causing, at least in part, an indication to be stored
in computer readable memory as to whether the user correctly
explained why it is important to correct the first error; causing,
at least in part, the user to be asked to recite, in the first
person, correct language that should have been used by at least one
of the persons in the presentation so that the first error would
not have occurred, without providing a choice of answers from which
the user can select; presenting via the interactive electronic
training system terminal a preprogrammed correct answer that should
have been used in the form of text, audio, animation, and/or video
so that a scorer can compare the preprogrammed correct answer with
language verbally provided by the user in response to the
instruction to state correct language and enter a corresponding
score substantially immediately after the user responded to the
instruction to state correct language; and causing, at least in
part, an indication to be stored in computer readable memory as to
whether the user recited the correct language.
Another optional example embodiment provides a method of training a
user via an interactive electronic training system, the method
comprising: providing via an interactive electronic training system
terminal an informational presentation, the informational
presentation including example language for use by a first person
in obtaining and/or providing information to a second person;
providing via the interactive electronic training system terminal a
training presentation of an interaction between two or more real or
simulated people, of a person appearing to speak to the user,
and/or a monologue by a person, wherein the training presentation
includes one or more scripted correct acts and one or more scripted
errors designed to train a user with respect to one or more skills;
providing user instructions via which the user is instructed to
verbally identify one or more correct acts of a first type
committed by at least one of the persons in the training
presentation without providing a choice of answers from which the
user can select; causing, at least in part, an indication to be
stored in computer readable memory as to whether the user correctly
identified a first correct act performed by at least one of the
persons in the training presentation; providing user instructions
via which the user is instructed to verbally identify one or more
errors committed by at least one of the persons in the training
presentation; causing, at least in part, an indication to be stored
in computer readable memory as to whether the user correctly
identified a first error committed by at least one of the persons
in the training presentation; causing, at least in part, the user
to be asked to verbally state, in the first person using language
from the informational presentation, what should have been said by
at least one of the persons in the training presentation so that
the first error would not have occurred, without providing answers
from which the user can select; presenting via the interactive
electronic training system terminal a preprogrammed correct in the
form of text, audio, animation, and/or video so that a scorer can
compare the preprogrammed correct answer with language provided by
the user in response to the instruction to state correct language
and enter a corresponding score substantially immediately after the
user responded to the instruction to state correct language; and
causing, at least in part, an indication to be stored in computer
readable memory as to whether the user correctly explained what
should have been said so that the first error would not have
occurred.
Another optional example embodiment provides an interactive
electronic training system comprising program code stored in
computer readable memory, that when executed is configured to:
provide an informational presentation; provide a presentation of at
least one person speaking, wherein the presentation includes at
least one error committed by a first person, wherein the at least
one error is scripted to train the user; provide an instruction via
which the user is to be instructed to identify one or more errors
committed by at least one person in the presentation, wherein at
least one error relates to a verbal communication; store an
indication related to the user's performance in providing the
identification of one or more errors; provide an instruction via
which the user is to be instructed to explain why at least one
error should be corrected; store an indication related to the
user's performance in providing the explanation as to why the least
one error should be corrected; provide an instruction via which the
user is to be instructed to state correct language in the first
person corresponding to the verbal communication; present a
preprogrammed answer, including text and/or audio so that a scorer
can compare the preprogrammed correct answer with language provided
by the user in response to the instruction to state correct
language and enter a corresponding score substantially immediately
after the user responded to the instruction to state correct
language; and receive and store the score related to the user's
response to the query regarding correct language and present the
score to the user.
Another optional example embodiment provides a method of training a
user via an interactive electronic training system at least in part
by engaging a user's hearing and seeing senses and by having the
user perform audible articulation, the method comprising: providing
via an interactive electronic training system terminal an
informational presentation to be heard and/or viewed by the user,
the informational presentation including one or more elements that
are to be utilized by a first person during an interaction of a
first type with a second person; providing via the interactive
electronic training system terminal a training presentation of at
least one person, wherein the training presentation is configured
to include one or more errors committed by the first person with
respect to performance of at least one element; causing, at least
in part, the user to be instructed to identify using an audible
articulation at least one error with respect to performance of at
least one element by the first person; causing, at least in part,
an indication to be stored in computer readable memory as to
whether the user identified at a first error with respect to
performance of at least one element; causing, at least in part, an
indication to be stored in computer readable memory as to whether
the user identified information related to the significance of the
first error; and causing, at least in part, an indication to be
stored in computer readable memory as to whether the user
identified information related to the avoidance of the first
error.
An optional example embodiment provides a method of training a user
to identify information via an interactive electronic training
system at least in part by engaging a user's hearing and seeing
senses and by having the user perform audible articulation, the
method comprising: providing via an interactive electronic training
system terminal a first training presentation of a first
communication involving verbal communication from at least a real
or simulated person, including a monologue, a person appearing to
speak to the user, and/or a dialogue, the presentation including an
image of the person; providing user instructions via which the user
is instructed to verbally and audibly identify an opportunity clue
from information presented by at least a first person involved in
the first communication, wherein the user is not provided a choice
of answers from which the user can select, and wherein the
opportunity clue indicates an opportunity exists to provide the
first person with a product, service, solution, or recommendation,
where the first person has not specifically requested the product,
service, solution, or recommendation; causing, at least in part, an
indication to be stored in computer readable memory as to whether
the user correctly identified the opportunity clue; causing at
least in part a query to be provided to the user regarding why the
opportunity clue is an opportunity, wherein the user is not
provided a choice of answers from which the user can select;
causing, at least in part, an indication to be stored in computer
readable memory as to whether the user correctly explained why the
opportunity clue is an opportunity; causing at least in part a
query to be provided to the user regarding how the opportunity
should be responded to, wherein the query does not include a choice
of answers from which the user can select and where the user is to
verbally answer; and causing, at least in part, an indication to be
stored in computer readable memory as to whether the user correctly
explained how the opportunity should be responded to.
An optional example embodiment provides an interactive electronic
training system for training users to identify opportunities,
comprising program code stored in computer readable memory, that
when executed is configured to: provide a first training
presentation of a first communication involving verbal
communication from at least a real or simulated person, including a
monologue, a person speaking to an off screen person, and/or a
dialogue; provide an instruction via which the user is to be
instructed to verbally identify an opportunity clue presented by at
least a first person involved in the first communication; store in
computer readable memory an indication as to whether the user
correctly identified the opportunity clue; provide an instruction
via which the user is to be instructed to be queried regarding how
an opportunity corresponding to the opportunity clue should be
responded to, wherein the query does not include an answer from
which the user can select and where the user is to verbally answer;
and store in computer readable memory an indication as to whether
the user correctly explained how the opportunity should be
responded to.
Another optional example embodiment provides an method of training
a user to identify opportunities via an interactive electronic
training system, the method comprising: enabling a first training
presentation of a first communication including at least a verbal
communication from at least one real or simulated person, the first
communication including a monologue, a person appearing to speak to
the user, and/or a dialogue to be provided via the training system;
enabling, at least in part, a user instruction to be provided via
which the user is instructed to verbally identify an opportunity
clue presented by at least a first person involved in the first
communication; causing, at least in part, an indication to be
stored in computer readable memory as to whether the user correctly
identified the opportunity clue; causing at least in part a query
to be provided to the user regarding how an opportunity
corresponding to the opportunity clue should be responded to,
wherein the query does not include an answer from which the user
can select and where the user is to verbally answer; and causing,
at least in part, an indication to be stored in computer readable
memory as to whether the user correctly explained how the
opportunity should be responded to.
Another optional example embodiment provides an method of training
a user to identify opportunities via an interactive electronic
training system at least in part by engaging a user's hearing and
seeing senses and by having the user perform audible articulation,
the method comprising: enabling a first training presentation of a
first communication including at least a verbal communication from
at least person to be provided via the training system, wherein an
image of the at least one person is displayed to the user;
enabling, at least in part, a user instruction to be provided via
which the user is instructed to identify an opportunity clue
presented by at least a first person involved in the first
communication by audibly articulating the identification; enabling,
at least in part, an indication to be stored in computer readable
memory as to whether the user correctly identified the opportunity
clue; enabling, at least in part, a query to be provided to the
user regarding how an opportunity corresponding to the opportunity
clue should be responded to; and enabling, at least in part, an
indication to be stored in computer readable memory as to whether
the user correctly explained how the opportunity should be
responded to.
An optional example embodiment provides a method of training a user
to improve the user's ability to retain and understand what is
communicated, the method comprising: playing a first segment
including a first speaker's verbal speech via a training system to
the user; causing at least in part the user to be asked to
paraphrase and/or quote the verbal speech; presenting a first
preprogrammed answer via the training system, storing in computer
readable memory a first score assigned to the user's paraphrase
and/or quote at least in part by referring to the first
preprogrammed answer; causing at least in part the user to be asked
to explain what the first speaker meant; presenting a second
preprogrammed answer via the training system; and storing in
computer readable memory a second score assigned to the user's
explanation as to what the first speaker meant at least in part by
referring to the second preprogrammed answer.
An optional example embodiment provides a method of training a user
how to improve the user's ability to understand and retain what is
communicated, the method comprising: playing a first segment
including a first speaker's pre-recorded verbal communication via a
training system terminal to the user; causing at least in part the
user to be asked to repeat and/or paraphrase the verbal
communication or specified content thereof in audible
communication; presenting a first preprogrammed answer related to
the paraphrase and/or repeat of the verbal communication via the
training system, storing in memory a first score related to the
user's paraphrase and/or repeat of the verbal communication;
causing at least in part the user to be asked to explain what the
first speaker meant; presenting a second preprogrammed answer
related to what the speaker meant via the training system; and
storing in memory a first score related to the user's explanation
as to what the first speaker meant.
Another optional example embodiment provides a method of training a
user via an interactive electronic training system, the method
comprising: playing a first segment on an interactive electronic
training system terminal to the user, the first segment including
at least a first person providing a verbal communication; causing
at least in part the user to be asked to repeat, paraphrase and/or
summarize what the first person said; causing at least in part the
user to be asked to identify needs of the first person that are not
explicitly stated by the first person but is inferable from the
tone and/or words of the verbal communication; and causing at least
in part the user to be asked to explain how the user inferred the
identified needs from the verbal communication.
Another optional example embodiment provides an interactive
electronic training system, comprising program code stored in
computer readable memory, that when executed is configured to: play
a first segment that includes at least a first person communication
a plurality of verbal communications of different importance;
provide instructions for a user to repeat, paraphrase and/or
summarize at least a portion of the plurality of verbal
communications and to indicate the relative importance of at least
a portion of plurality of verbal communications.
Another optional example embodiment provides a method of training a
user via an interactive electronic training system to identify a
need of a first person based on a communication from the first
person, wherein the first person does not explicitly state the
need, the method comprising: at least partly enabling a first
segment to be played on an interactive electronic training system
terminal to the user, the first segment including at least a first
person providing a verbal communication; enabling at least in part
an instruction to be provided to the user, wherein the user is
asked to repeat, paraphrase and/or summarize what the first person
said; and enabling at least in part an instruction to be provided
to the user, wherein the user is asked to identify needs of the
first person that are not explicitly stated by the first
person.
Another optional example embodiment provides a method of
computerized training, comprising: presenting to a user a first
presentation of a first speaker speaking using a first speaking
style and a first script via a computerized training system;
presenting to the user a second presentation of the first speaker
speaking using a second speaking style and the first script via the
computerized training system so that the user can evaluate the
effect of speaking style on a listener; and causing at least in
part the user to be queried as to whether the first speaker was
more effective in the first presentation or the second
presentation, wherein the user is not provided a choice of answers
from which to select and to verbally explain why.
Another optional example embodiment provides a method of
computerized training, comprising: presenting to a user a first
presentation of a first speaker speaking using a first speaking
style and a first script via a computerized training system;
presenting to the user a second presentation of the first speaker
speaking using the first speaking style and a second script via the
computerized training system, wherein the first script and the
second script provide substantially the same information using at
least in part different wording so that the user can evaluate the
effect of wording on a listener; and causing at least in part the
user to be queried to verbally articulate: whether the first
speaker was more effective in the first presentation or the second
presentation, and why the first speaker was more effective in the
first presentation or the second presentation.
An optional example embodiment provides a method of computerized
training, comprising: presenting to a user a first presentation of
a first speaker speaking using a first speaking style and/or a
first verbiage via a computerized training system; presenting to a
user a second presentation of a second speaker speaking using a
second speaking style and/or a second verbiage via the computerized
training system; causing at least in part the user to be queried as
to whether the first speaker or the second speaker was more
effective and why; storing the user response to the query in
computer accessible memory; and causing at least in part the user
to be queried to verbally explain why the first speaker or the
second speaker was more effective.
An optional example embodiment provides a method of computerized
training, comprising: causing at least in part a first presentation
to a user of a first speaker speaking using a first speaking style,
a first script, and having a first appearance via a computerized
training system; causing at least in part a first presentation to
the user of the first speaker using a second speaking style, a
second script, and/or a second appearance; and causing at least in
part the user to be queried as to whether the first speaker was
more effective in the first presentation or the second presentation
and why.
Another optional example embodiment provides a method of training a
user via an interactive electronic training system, the method
comprising: providing for display to a trainee via an interactive
electronic training system terminal information regarding a real or
simulated person, wherein a first portion of the information is
presented via a structured form including a plurality of data
fields having corresponding data and data field names, and wherein
a second portion of the information is formatted as notes including
a plurality of sentences; at least partly causing the trainee to be
instructed to verbally identify one or more needs of the person
based on the information; at least partly causing an indication to
be stored in computer readable memory as to whether the trainee
correctly identified at least a first need; at least partly causing
the trainee to be instructed to verbally identify at least one item
that appropriately corresponds to the first need; at least partly
causing an indication to be stored in computer readable memory as
to whether the trainee correctly identified at least a first item,
wherein the first item is a product and/or service, that
appropriately corresponds to the first need; at least partly
causing the trainee to be instructed to verbally explain why the
first item corresponds to the first need; and at least partly
causing an indication to be stored in computer readable memory as
to whether the trainee correctly explained why the first item
corresponds to the first need.
An optional example embodiment provides an interactive electronic
training system comprising program code stored in computer readable
memory, that when executed is configured to: provide for display to
a user information regarding a real or simulated person; provide an
instruction related to having the user verbally identify one or
more needs of the person based on the information; store an
indication in computer readable memory as to whether the user
correctly identified at least a first need; provide an instruction
related to having the user verbally identify at least one item that
appropriately corresponds to the first need; store an indication in
computer readable memory as to whether the user correctly
identified at least a first item, wherein the first item is a
product and/or service, that appropriately corresponds to the first
need; provide an instruction related to having the user verbally
explain why the first item corresponds to the first need; and store
an indication in computer readable memory as to whether the user
correctly explained why the first item corresponds to the first
need.
An optional example embodiment provides a method of training a user
via an interactive electronic training system, the method
comprising: providing information regarding a real or simulated
person for display to a trainee via an interactive electronic
training system terminal; at least partly causing the trainee to be
instructed to identify one or more needs of the person based on the
information; at least partly causing an indication to be stored in
computer readable memory as to whether the trainee correctly
identified at least a first need; at least partly causing the
trainee to be instructed to identify at least one item that
appropriately corresponds to the first need; at least partly
causing an indication to be stored in computer readable memory as
to whether the trainee correctly identified at least a first item,
wherein the first item is a product and/or service, that
appropriately corresponds to the first need; at least partly
causing the trainee to be instructed to verbally explain why the
first item corresponds to the first need; and at least partly
causing an indication to be stored in computer readable memory as
to whether the trainee correctly explained why the first item
corresponds to the first need.
BRIEF DESCRIPTION OF THE DRAWINGS
Embodiments of the present invention will now be described with
reference to the drawings summarized below. These drawings and the
associated description are provided to illustrate example
embodiments of the invention, and not to limit the scope of the
invention.
FIG. 1A illustrates an example networked system that can be used
with the training system described herein.
FIGS. 1B-M illustrate example user interfaces.
FIG. 2 illustrates an example training presentation.
FIGS. 3A-Y illustrate additional example user interfaces.
FIGS. 4A-N illustrate example processes flows.
FIGS. 5A-V illustrate further example user interfaces.
DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS
The present invention is related to interactive training. In
certain embodiments users are trained to identify correct actions,
errors and/or opportunities. Certain embodiments can be used to
enhance performance with respect to capitalizing on opportunity
clues within conversations. Certain embodiments can be used to
teach people to enhance their performance with respect to a variety
of skills by enhancing their communication mastery, including their
listening mastery, listening comprehension, learning comprehension
and/or memory retention.
Certain embodiments engage a trainee's cognitive and psychomotor
functions using training techniques involving verbal
communications. By way of illustration, in certain example
embodiments, a trainee is trained and/or assessed by having the
trainee view a purpose-built training segment (e.g., wherein
significant or highest priority needs are built into the segment,
such as common errors, common missed opportunities, as opposed to
mere random recordings of actual events) including a person (real
or animated) in a simulated situation providing a communication.
The trainee may be asked to verbally identify certain types of
information being overtly and/or inferentially provided by the
communication. In addition, the trainee may be asked to verbally
identify how certain information should be responded to and/or the
trainee is asked provide a simulated real-world response to the
person in the training segment. Thus, by having the trainee both
mentally determine how to respond to information and by having the
user verbally provide the response in a real world fashion, both
cognitive and psychomotor functions and engaged, which further act
to enhance the trainee's thinking skills and better embed the
training. Further, by utilizing real world "unprompted" verbal
answers vs. multiple-choice or true/false approaches in certain
optional embodiments, true knowledge and skill acquisition is
tested rather than "prompted knowledge", wherein the trainee
selects a right answer (e.g., in a multiple choice test) presented
to the trainee. These verbal answers are articulated by the trainee
before the trainee is exposed to the answers. Further, certain
embodiments utilize verbal answers to build fluid verbalization
skills, as compared to certain conventional training systems, in
which a trainee types in an answer (e.g., in sentence form).
"Verbal" training much more closely resembles common real world
interactions, which are verbal in nature, as compared to training
which relies solely on typed-in answers.
The inability to listen hinders good communication, thereby causing
personal or business relationships to falter and often causing
missed opportunities (e.g., converting prospects into customers,
customer anger, positive buying signs, acquiescence during a
negotiation, etc., sometimes referred to herein as missing
opportunity clues). For example, certain embodiments teach customer
service personnel how to listen with comprehension and what to
listen for when dealing with customers, including tones, styles,
and interpretations of customer communications.
By way of illustration, certain embodiments can be utilized in the
business field to teach trainees to sell or market services or
products via a variety of delivery channels to a variety of
different types of prospects, such as customers. By way of further
illustration, certain embodiments can train people to coach other
people with respect to the acquisition of certain skills. Further,
certain embodiments can be utilized to teach management to better
communicate with and lead lower level personnel.
In addition, certain embodiments can be utilized in people's
personal life to teach families interaction skills and generally
enhance the listening effectiveness of people in personal human
relationships and interactions. For example, certain embodiments
can be utilized to train parents parenting techniques, and to teach
spouses, significant others, siblings, children, and other
relatives and/or friends relationship and interpersonal skills.
Certain embodiments can be utilized to train employee
trainers/coaches. Certain embodiments can be used to teach public
speaking and/or listening to public speakers.
In addition to providing training, certain embodiments may be used
to certify that a person has mastered certain tested skills (e.g.,
based on the person achieving a certain score on certain training
sessions). Certain embodiments may be used to test potential
employees to determine and assess their current knowledge and skill
levels (e.g., by evaluating potential employees' scores on certain
training sessions).
As described herein, in certain embodiments, different animated,
situation specific role-playing simulation modules are used to
train trainees (e.g., managers, employees, teachers, doctors,
lawyers, travel agents, bankers, spouses, children, actors,
singers, etc.) to improve their listening comprehension and/or
their ability to respond to others effectively. Scenarios may be
include one or more participants, and optionally may present the
interactions of participants in a story-based manner.
Advantageously, learning in the context of a story better helps
people code and retain information as compared to rote
learning.
Unlike certain conventional training systems which only present the
correct way to perform, in an example embodiment of a training
system, the user is instructed to verbally identify both correct
and incorrect occurrences. Error-based learning can significantly
contribute to enhanced performance. For example, the user may be
instructed to identify the errors and/or opportunities embedded
throughout the module's role-play simulation. The user may also be
asked to verbally identify what was done correctly by participants
in the simulation. Thus, a variety of real world situations can be
presented via one or more modules, preferably with sufficient
interactivity so as to engage the user's interest and reduce or
eliminate training boredom.
For example, a sales and service module may include an "employee"
who makes "real life" errors and misses opportunities while
interacting with a prospect or customer. The module may further
present an opportunity and the trainee may be asked to identify the
opportunity, even if it was not missed by another actor. By way of
further example, a management/coaching module (e.g., used to train
managers or coaches) may include a scenario in which a
manager/coach who makes "real life" errors in managing and coaching
subordinate employees, and who misses opportunities in interacting
with one or more of her or his subordinate employees. For example,
a module may provide a presentation of a banker interacting with a
client. In the module, once the client leaves, a manager or other
coach provides suggestions, criticisms, and/or identifies errors to
the banker. The trainee then needs to identify errors,
opportunities (whether or not missed by a scenario participant),
and/or poor word choices (optionally including inappropriate
interruptions) with respect to the coach in the module, and to
verbally state why they reached those conclusions, why it is
important to correct the errors, and how to correct the errors.
These error corrections are verbally stated in the first person.
Thus, a virtual role play/rehearsal occurs. Example opportunities
may relate to significant life events, such as moving, purchasing a
home, birth of a child, marriage, divorce, etc. Such life events
often indicate that the affected person will need to take advantage
of different financial services (e.g., loans, opening of new
accounts, investments, etc.).
After viewing the module, the trainee then needs to verbally
identify errors, opportunities (whether or not missed by a scenario
participant), and/or poor word choices (optionally including
inappropriate interruptions) with respect to the coach in the
module.
By discovering errors and opportunities and verbally responding to
the same, optionally at the rate of speed of the real world, users
will be able to learn what errors they are personally making and
how they sound, how to correct them, and/or how to identify
opportunities and how to capitalize on opportunities. By having
users verbally identify correct actions (e.g., where the proper
questions are asked and responses given by a simulation
participant), concepts and techniques on which the user is being
trained will be further reinforced. In certain embodiments, users
will be asked to provide responses, analysis, and/or identification
in substantially real-time with respect to scenario events. This
element of acting in substantially real-time enhances the quality
of learning, the speed of learning, and learning engagement.
In order to enhance trainees' ability to better understand the
impact and/or meaning of certain voice tones, and to enable them to
better "read between the lines," a module can test the trainee on
what the trainee has heard. Certain embodiments also teach users
how to listen carefully and focus on what is being communicated to
them and to focus on specific words. The presented "real life"
situations, and the optional interactivity required from users,
train users to actively listen.
By way of example, certain modules optionally include role-plays
that contain phrases where the ability of "reading between the
lines" and understanding "what is meant" is needed to correctly
answer certain quizzes. Users may listen to the role-play, in which
characters make self-revealing statements. That is, statements that
reveal something about themselves (e.g., something that may be
related to potential financial needs).
Optionally, role playing characters will make statements that
verbalize something different then what they may actually feel or
think, wherein the statements may nonetheless provide a hint or
indication as to what the character is thinking, and the user will
be tested on their ability to hear and analyze the foregoing.
Optionally, users may need to first verbally identify subtle
phrases and then participate in a verbal quiz where they are asked
to reach the proper conclusions about what is "going on between the
lines" and "what is meant". Users may then be verbally asked to
verbally discuss appropriate next steps and how to capitalize on
"hidden opportunities". Users may be tested on their ability to
verbally identify and recall/repeat significant phrases spoken
during the training session, which simulates what users need to do
in the real world. Users can be trained on how to act and what to
say when a customer is not interested in a product or service being
offered.
Thus, the methods and processes described herein enable users to
improve their listening skills to better hear and comprehend what
others (e.g., customers, clients, or prospects) are saying.
Additionally, using systems and methods described herein, users can
be trained to enhance their observational skills, and to spot
subtle and unintentional clues provided by customers, clients, and
prospects. For example, a clue might relate to an opportunity
(sometimes referred to as an opportunity clue) indicating a current
and/or future need. For example, the need may be one that can be
addressed via one or more products or services that a sales person
or customer relations person can provide/sell.
Further, using systems and methods described herein, users can be
trained to better capitalize on opportunities presented in dealings
with others. Additionally, certain systems and methods described
herein teach trainees to identify needs, including stated needs,
unstated needs, and/or needs that customers (or others) are not
even aware of. In this regard, it teaches users to anticipate and
infer the needs of others. Still further, as discussed above and in
greater detail below, using systems and methods described herein
users can be trained to better identify how to identify and correct
errors/incorrect statements and/or questions in interactions with
others. Users can be trained to better analyze the needs of
customers, clients, and prospects. Further, the systems and
processes described herein can train users in how to better
recommend services or products to customers, and to overcome
customer objections to taking advantage of such services or
products. Thus, users are optionally trained in how to better
negotiate sales, manage sales, close sales and/or to make referrals
to others. Users can optionally be trained to improve their
presentation skills, as well as the style and content of their
conversations, and the enhanced skills, for example, can be
utilized throughout the educational marketplace.
Certain example embodiments provide users with a level of control
with respect to what training materials the user will use in order
to obtain a desired set/type of knowledge (e.g., in the cognitive
domain). For example, the user optionally can select a training
module and/or a portion or chunk of a training module for a
training session. Optionally, the training system can be used
on-demand, when convenient for the user.
Further, certain example embodiments incrementally increase the
difficulty of the training, starting from relatively easy training
(e.g., asking the user to identify easy to spot errors, problems
with style, opportunity clues, missed opportunities, fairly easy to
identify opportunities, etc.) and progressing to more difficult
training (e.g., asking the user to identify more complex or subtle
errors, problems with style, opportunities, missed opportunities,
etc.), thus enhancing the user in their cognitive domain and
affective domain (e.g., enhancing the user's abilities and attitude
by building user confidence). The user may be asked to verbally
identify other occurrences within a conversation, such as, by way
of example, an indication of a customer need, positive buying
signs, acquiescence during a negotiation, other opportunity clues,
customer anger, etc. The training is interactive and optionally
requires more than one of the five senses (e.g., hearing, seeing,
etc.) as well as speech to accomplish the training. For example,
during a training session a user may need to watch people acting in
a given scenario, listen to what the people are saying, and then
verbally identify errors, opportunity clues, missed opportunities,
and the like.
Certain embodiments train users in critical thinking and in taking
an idea or issue to its logical conclusion. For example, a trainee
may be asked identify opportunity clues in a communication by a
person in a training segment (e.g., customized to address
opportunities that trainee's employer wants the trainee to learn to
identify), where the person says something, has a facial
expression, or body stance, that communicates information that is
not in the form of a direct question or is in the form of a direct
question but which also reveals information regarding the person
asking the question. The trainee may then be asked to verbally
describe why the clue is a clue, why the opportunity is important,
or other related questions. The trainee may then be asked how the
opportunity should be responded to or capitalized on. Thus,
optionally, the trainee's mind is trained to specifically seek out
and identify the opportunities that trainee's organization/employer
desires their employees to capitalize upon.
Certain embodiments utilize a part, a whole, or a whole-part or a
whole-part-whole learning methodology where the learning process
becomes an iterative cycle. First, in whole, whole-part, or
whole-part-whole learning the user is trained and optionally tested
to master a whole skill. Then, in whole-part or whole-part-whole
learning, the skill is broken down into elements and the user is
trained and optionally tested on the individual elements. Then, in
the case of whole-part-whole learning, the user is again trained
and optionally tested on the whole skill. By way of example, the
user can be trained to identify opportunities, such as hidden
opportunities, that are frequently missed and which could lead to
beneficial results (e.g., the sale of additional products or
services).
Example embodiments will now be described in greater detail.
Throughout the following description, the term "Web site" is used
to refer to a user-accessible network site that implements the
basic World Wide Web standards for the coding and transmission of
hypertextual documents. These standards currently include HTML (the
Hypertext Markup Language) and HTTP (the Hypertext Transfer
Protocol). It should be understood that the term "site" is not
intended to imply a single geographic location, as a Web or other
network site can, for example, include multiple geographically
distributed computer systems that are appropriately linked
together. Furthermore, while the following description relates to
an embodiment utilizing the Internet and related protocols, other
networks, such as networks of interactive televisions or of
telephones, and other protocols may be used as well. Satellites and
the like can also be used to relay communications between the
training system and users.
In addition, unless otherwise indicated, the functions described
herein are preferably performed by executable code and instructions
stored in computer readable memory and running on one or more
general-purpose computers. However, the present invention can also
be implemented using special purpose computers, other processor
based systems, state machines, and/or hardwired electronic
circuits. Further, with respect to the example processes described
herein, not all the process states need to be reached, nor do the
states have to be performed in the illustrated order. Further,
certain process states that are described as being serially
performed can be performed in parallel. Portions of the different
techniques and processes can be applied to or combined with other
techniques and processes described herein.
Similarly, while the following examples may refer to a user's
personal computer system or terminal, other terminals, including
other computer or electronic systems, can be used as well, such as,
without limitation, an interactive television, a networked-enabled
personal digital assistant (PDA), other IP (Internet Protocol)
device, a cellular telephone or other wireless terminal, a
networked game console, a networked digital audio player (e.g., a
player, such as an iPOD, a Zune, or other digital player, that can
play one or more of the following formats and/or different formats:
MP3, AC-3, ATRAC, WMA, Oog Vorbis, RealAudio, ACC, WAV, etc.),
other audio device, a networked entertainment device, and so
on.
Further, while the following description may refer to a user
pressing or clicking a key, button, or mouse to provide a user
input or response, the user input can also be provided using other
apparatus and techniques, such as, without limitation, voice input,
touch screen input, light pen input, touch pad input, and so on.
Similarly, while the following description may refer to certain
messages or questions being presented visually to a user via a
computer screen, the messages or questions can be provided using
other techniques, such as via audible or spoken prompts.
An example embodiment utilizes a computerized training system to
enhance a trainee's listening comprehension, learning comprehension
and/or memory retention. For example, the training can be delivered
via a terminal, such as a stand-alone personal computer. The
training program may be loaded into the personal computer via a
computer readable medium, such as a CD ROM, DVD, magnetic media,
solid state memory, or otherwise, or downloaded over a network to
the personal computer.
By way of further example, the training program can be hosted on a
server and interact with the user over a network, such as the
Internet or a private network, via a client computer system or
other terminal. For example, the client system can be a personal
computer, a computer terminal, a networked television, a personal
digital assistant, a wireless phone, an interactive audio player,
or other entertainment system. A browser or other user interface on
the client system can be utilized to access the server, to present
training media, and to receive user inputs.
As will be described in greater detail below, in one embodiment, a
training system presents a scenario to a user via a terminal, such
as a personal computer or interactive television. The scenario can
be a pre-recorded audio and/or video scenario including one or more
segments. The scenario can involve a single actor or multiple
actors (e.g., a human actor or an animated character) in a
monologue or dialogue (e.g., based upon a purpose-built script)
relevant to the field and skill being trained. By way of further
example, the scenario includes a single avatar speaking directly to
the trainee as if having a conversation with the trainee. By way of
illustration, the actors may be simulating an interaction between a
bank teller or loan officer and a customer. The simulated
interaction can instead be for in-person and phone sales or
communications. By way of further example, the actors may be
simulating an interaction between a parent and a child or a teacher
and a student. By way of still further example, a single actor,
such as one representing a public speaker (e.g., someone giving a
monologue or speech to a live audience and/or an audience that will
see and/or hear a recording of the speech, or someone providing one
side of a conversation) can be represented. By way of yet further
example, the scenario can include a person talking to a call center
representative with only one person speaking. Optionally, rather
than using actors to read a script, the pre-recorded scenario can
involve a real-life unscripted interaction.
Optionally, the user is provided with the ability to intervene and
stop the pre-recorded scenario to identify an error by an actor in
handling the presented situation and/or an opportunity presented in
the scenario. For example, the user can intervene and stop the
scenario by pressing a key, giving a voice command or
otherwise.
In an example embodiment, embedded or otherwise associated with the
audio track and/or video track is digital metadata that identifies
where an error or opportunity occurs in the track, what the error
or opportunity is, questions for the user (such as verbal questions
needing verbal responses, such as free form questions to which the
user is to provide a natural language response) regarding the error
or opportunity, and the correct answers to the questions.
Optionally, a given pre-recorded segment is not repeated the same
day, or within a predetermined duration, to better ensure that a
user is consistently challenged by different scenarios. Optionally,
pre-recorded segments can be repeated periodically, and/or repeated
in response to a user scoring below a predetermined threshold for a
corresponding segment.
An example training process will now be described in greater
detail. A user can launch and optionally log into a training system
program. Optionally, during the log-in process a user identifier
and/or password is provided to the training system so that the
system can automatically select the appropriate training module for
the user and store the user's interactions and/or score in a
database in association with the user identifier.
Optionally, the system can present with a selection of modules,
such as segments or training sequences and the user selects the
desired segment or sequence. Optionally, a training administrator
can select and specify the segments to be presented to the user.
Optionally, the system automatically selects which segment is to be
presented.
Before presenting the segment, text, audio, and/or video,
instructions are presented to the user which explain to the user
the purpose of the selected training module, the different
interactive possibilities that exist within the selected training
module, how the user is to interact with the training program, and
scoring process. Optionally, a pre-study session is presented that
relates to the material to be tested, and then the user can view
the selected segment, which results in perfect or a high level of
alignment between the information taught and the information
tested, as compared to many conventional training systems.
The user clicks on a "start" button (or takes other appropriate
initiation action) and the training module's audio and/or video
segment begins playing on the user's terminal. The video can
include real or animated figures that articulate or appear to be
"articulating" the pre-recorded audio track. For example, the
simulation can be generated using Macromedia Flash or using other
applications. The training segment can be two to five minutes in
length, or other length. Within the pre-recorded audio track
optionally are pre-programmed opportunities and/or errors.
The user is queried regarding the material to be tested (e.g., via
verbal questions provided by a trainer, an avatar presented by the
training system, a recording of a trainer, a speech to text system,
and/or text) and is asked to verbally respond, (e.g., without
having a selection of answers presented from which the user is to
choose).
Optionally, the user can be prevented or not provided with the
ability to rewind or play back sections for a "do over" until the
entire segment is completed and initially scored. Optionally, the
user can be provided with the ability to rewind or play back
sections for a "do over" prior to the entire segment being
completed or initially scored.
Once the segment is complete and the user's scores are entered into
the system by the trainer, the system totals the user scores and
presents the user's score for the segment. Optionally, the user can
be provided with the scores of others for the segment and/or the
user ranking relative to other users.
Optionally, the user repeats the particular audio and/or video
pre-recorded segment within a specified period of time, such as 24
hours, with peers and/or coaches to solidify and advance the
learning. The trainer/coach can ask the user the same or similar
questions presented to the user when the user previously went
through the segment. The user is to verbalize the correct answers
without prompting via multiple choices, and/or true/false
statements. The user performance (e.g., the number of correct
answers, the number of opportunities identified, etc.) is stored in
computer readable memory (e.g., automatically, in response to the
coach entering the user performance information into a form or
otherwise). The system can then calculate and display a score.
"Microscoring" is optionally provided, wherein if the trainee fails
to answer a first question in a series of questions, the trainee is
appropriately scored for the failure, but the answer is then
provided to the trainee so that the trainee can answer (and be
scored on) subsequent questions in the series.
Preferably, although not necessarily, the user participates in a
new scenario each day or each working day. Such multiple scenario
continuous training (which avoids boredom and adds novelty to the
training) provides enhanced training and retention as opposed to
single event training. This creates compressed positive
experiences, which are a by-product of the purpose-built modules as
compared to certain conventional training systems which use solely
random, actual interactions.
Optionally, one or more of training processes/sessions described
herein can be presented in the form of a game to help keep the
trainee's interest and/or to enhance the training impact. For
example, each time the trainee receives a score above a specified
threshold, something pleasing happens (e.g., a certain tune is
played, a certain image/video is displayed, a piece of an
electronic puzzle is awarded, the trainee earns
points/weapons/attributes that can be used in an electronic game,
etc.). Optionally, the training can be presented in a format
wherein the trainee must answer questions correctly (e.g., receive
a predetermined score) in order to defeat an adversary (e.g., a
simulated robot or alien).
Optionally, group training is provided by the training system in a
competitive manner, further engaging users' attentiveness. For
example, multiple users can view a given scenario or corresponding
user terminals at substantially the same time. The users can
compete, wherein the first user that correctly identifies a given
error and/or opportunity wins or is awarded a highest score with
respect to identifying the given error and/or opportunity.
Optionally, relatively lower scores can be provided to those users
who later correctly identified the given error and/or opportunity,
wherein higher scores are provided to those who more quickly
identified the given error and/or opportunity.
At the completion of a group training session or sub-session, the
scores can be totaled for each participating user and the scores
can be presented to the users, optionally ranked in accordance with
the scores.
FIG. 1 illustrates an example networked training system including a
Web/application server 110, used to host the training application
program and serve Web pages, a scenario database 112, that stores
prerecorded scenario segments (such as those described herein), and
a user database 114 that stores user identifiers, passwords,
training routines for corresponding users (which can specify which
training scenarios are to be presented to a given user and in what
order), training scores, and user responses provided during
training sessions. The training system is coupled to one or more
trainee user terminals 102, 104, 106 via a network 108, which can
be the Internet or other network. The illustrated system can be
used to execute the processes and host the interface described
herein.
Certain embodiments enable a trainee to access training sessions on
demand, via a computer and/or portable video/audio player as
compared to only having access within a scheduled classroom setting
as with many conventional systems. The training software/modules
can be hosted locally on a trainee terminal or remotely and
accessed over a wired and/or wireless network.
For time management purposes and to deal with interruptions,
certain embodiments include a book-marking function which allows a
trainee/trainer to "pause and resume" the training process.
Example training processes will now be described with reference to
the figures. In certain example processes discussed below, the user
responds verbally to questions immediately, on the spot to another
human/facilitator located adjacent to the user.
The use of a live facilitator (e.g., sitting next to the trainee in
front of the same screen) can enhance the positive emotional
tension for the trainee, resulting in an increase in the release of
adrenalin from the adrenal glands, which can further enhance
training retention because of the immediate presence of the
facilitator. Adrenalin appears to code retention to a greater
degree. Live facilitator provides emotional simulation because it
mimics the interaction the trainee would have in the real world
(e.g., which a customer, supervisor, employee, family member,
etc.). The substantially immediate feedback a facilitator provides
(verbally and/or via a text presentation using a training terminal)
to a trainee can enhance training as compared to a strictly
e-learning scenario. Such human engagement between the facilitator
and trainee can increase the trainee engagement and motivation
(e.g., the facilitator can provide encouragement, and the trainee
may desire the approval of the facilitator). Many conventional
systems lack such a purpose built training process involving a
trainee and a facilitator. Optionally, however, the training can be
performed solo, without a trainer or facilitator. However, unlike
other conventional solo training systems, an example embodiment of
the solo training system optionally includes the user providing
verbal responses.
In solo training, questions/prompts are optionally provided by the
system textually and/or audibly. The trainee's verbal answers are
optionally recorded electronically by the system and optionally
transcribed by the system into text. In solo mode, the system
optionally provides scoring forms for display to the trainee, the
scoring forms including the correct answers and a check box (or
other input mechanism), where the trainee can "self score" by
indicating whether the trainee provided the displayed (correct)
answer/response. Optionally, the system displays and/or prints out
the transcript of the trainee's answers and/or plays back the
trainee's answer during the self-scoring process so that the
trainee can perform a comparison of the trainee's answers with the
displayed answers. Optionally, the system itself performs the
scoring by comparing the transcribed trainee's answer with one or
more correct answers to determine if the trainee correctly
responded with the correct answer. Thus, while certain embodiments
herein may be discussed with reference to trainee and trainer, the
processes discussed herein can also be performed by the trainee,
without participation of a trainer.
The facilitator is provided with the correct answers so that the
facilitator can immediately grade the user or discuss the user's
response and the segment to provide immediate verbal and/or
non-verbal feedback to the user, and to provide substantially
immediate accountability. This also lowers the facilitator's
anxiety intellectually (because the facilitator does not have to
know the right answers without reference to the training system)
and emotionally (because the trainer does not have to confront the
trainee with the trainee's wrong answers, nor does the trainer have
to challenge the trainee with the questions). Furthermore, anxiety
is reduced because the scoring is objective (as opposed to
subjective) even though the answers are verbal. In addition,
optionally, trainees can self-score.
The facilitator, who can be a fellow employee or manager of the
trainee, a parent (or parents) of a child (who is the trainee), a
teacher of a student trainee, optionally gains knowledge and
performance improvements because the facilitator is learning and is
engaged in the training as well. Thus, a dual-learning process is
engendered. Discussions on the training subject matter and the
viewed scenarios between the facilitator and the trainee further
enhance the dual-learning process.
However, while certain embodiments are described as employing a
trainer/facilitator in the immediate presence of a trainee,
optionally instead or in addition a remote trainer/facilitator can
be used (e.g., via voice, video conference, webinar (web-based
seminar), electronic white board, or otherwise). Optionally, when
the trainee and trainer are using different terminals (e.g.,
because they are not co-located), answers to questions are first
presented on the trainer's terminal display, and are only presented
to the trainee in response to a trainer action. Optionally, rather
than using a facilitator, certain training can be performed solo,
without the local or remote presence of a facilitator.
By way of example, the requests/questions described below can be
presented (e.g., via text and/or a voice prompt) to the user via
the training terminal, or the trainer can read the request from a
trainer terminal or printout. By way of example, the user response
can be provided orally. As discussed elsewhere herein, such oral
interaction may better facilitate the training process as compared
to written multiple choice or true/false testing, as such oral
interaction does not present the correct answer in the question,
better simulates real world condition, and enhances the positive
emotional tension and engagement.
Certain embodiments optionally break out scoring assessments,
providing for substantially immediate feedback, accountability and
reinforcement. An example embodiment optionally scores by category
and sub-category. Therefore, the example embodiment provides the
trainee substantially instant feedback on a sub-category basis, and
total feedback for the "full" category (e.g., including the
summation of scores for the sub-categories). This substantially
instant evaluation enables the pinpointing of areas where
improvement is needed, optionally including improvement in the
ability to articulate the correct answers/content, as well as the
assessment of speed/fluency and style/confidence. Furthermore, a
trainee's performance can be self-scored and/or "distance scored"
by remote facilitators.
FIG. 4A illustrates an example training process. Optionally, the
interactions between the user and the trainer/facilitator in the
following process may be performed verbally (e.g., where the
trainee responds verbally, and the trainer provides verbal and/or
non-verbal instructions, questions, etc.). Advantageously, as
discussed above, such a "verbal" approach more closely simulates
real world conditions and will in many instances better enhance
training. Further, using such a "verbal" approach (where the
question does not include a possible answer to the question), a
user is not able to guess a correct answer from a selection of
potential answers (e.g., as is the case in multiple choice and
true/false questions). Thus, optionally, rather than prompting the
user to answer questions regarding a segment scenario via multiple
choice and true/false questions, the user is queried verbally and
is asked to respond verbally.
In this example training process, testing is performed after
selected portions or chunks of a scenario. Optionally, the portions
do not have to be performed in a specified order. Different
chunks/segments can be used to train different skills (e.g., how to
avoid different types of errors, how to identify and respond to
different types of opportunities, etc.). Optionally, the process,
or portions thereof, may be used to test for listening mastery
(e.g., the ability to repeat or paraphrase what was said, retention
of what was said) and listening comprehension (the ability to
understand what was said). Listening mastery and comprehension can
enhance emotional intelligence (the ability to understand and
assess what someone is feeling and to deal with those feelings).
For a given portion, the user/trainee is asked to identify a
participant error, explain why it is an error, and explain what the
participant should have done differently. Optionally, in addition
or instead, the user is asked to repeat the guideline language
presented during a pre-study session (e.g., in their own words or
mimicking as closely as possible the original guideline language)
in order to correct the error.
Certain embodiments described herein provide tutorials, such as
learner tutorials which may explain how to run a given module
(e.g., what to click, how to navigate, how to score, how to go
back, etc.). Certain embodiments provide optional pre-study
learning sections and results summary sections, which can be
accessed for initial learning and for reinforcement purposes and
can optionally be printed out in hard copy. Optionally, the results
summary sections are available during utilization of a training
module, within training module segments, as well as at the end of a
training module for substantially instant reinforcement purposes.
The pre-study sessions may generally relate to some or all of the
following: the content for the lesson about to be taught (the
training session that the user is about to undergo), and so the
content of the pre-study session may vary based on the training
session. For example, as appropriate, a pre-study session may
instruct the user regarding products, services, responsibilities,
interpersonal interaction in one or more settings, techniques,
skills, overcoming objections, how to interpret customer body
language; how to `read between the lines`; how to recognize emotion
on the customer's face; etc.
Optionally, the pre-study segment identifies key or important
elements, and why the key elements are important. These key
elements may also include style elements which are objectively
clarified in the pre-study. The pre-study session may also be used
by the trainee as a rehearsal for the tested part of the training.
For example, the trainee may verbally repeat the key elements
during the pre-study session. Optionally, the pre-study session may
include example segments which the trainee can be queried on, so
that the trainee will better know what to expect during the test
portion of the training. Similar pre-study sessions may be included
in other processes described herein.
During the process illustrated in FIG. 4A users may also be asked
to identify what was done correctly and/or incorrectly by a
participant and to explain why it was correct, incorrect, and/or
important. The user may also be asked to verbally describe a
participant's overall style, and to identify problems or advantages
with respect to that style. The user may be asked to comment on
correct and/or incorrect (e.g., appropriate and/or inappropriate)
specific style elements and/or on a participant's tone. Optionally,
the user may be queried with respect to the body language of one or
more of the participants. Thus, the user may be tested on spoken
and physical errors, and scored accordingly. The scoring results in
this process, and optionally in other processes discussed herein
and illustrated in the figures, may optionally be printed out
substantially immediately after the scoring calculated and
presented for review.
The user may optionally be challenged/queried and asked to verbally
provide some or all of the following: identification of correct
technique implementations in conversations (e.g., techniques that
enhanced the persuasiveness of the verbal communication);
identification of technique errors in conversations; identification
of why it is important or critical to correct the errors; guideline
language error-corrections; identification of correct style
implementations; identification of incorrect style implementations;
identification of appearance and/or grooming issues that detract
from the verbal communication persuasiveness (e.g., clothing, hair
style, makeup, jewelry, glass style, etc.); identification of
appearance and/or grooming issues that enhance the verbal
communication persuasiveness; an explanation as to whether or not
the communication was persuasive, effective, and/or clear as a
whole, and whether the user would have been influenced by the
communication and how.
At state 402A, the user and/or trainer log in to the training
system. At state 404A, the system displays a welcome screen. The
system receives a selection of a training module from a menu of
training modules. For example, the different training modules may
relate to different subject matter, such as different products and
services. Optionally the system provides a description of the
corresponding training objectives and a description of the training
module. A user interface is displayed via which the trainee and/or
trainer (which may be a peer) optionally selects a peer type (where
the learner and/or partner indicates who their "learning partner"
is for the session--a peer, their supervisor, someone whose
principal job function is training, etc.).
At state 406A, a user interface is presented via which the
trainee/trainer can instruct the system to display a tutorial for
the learner/trainee. If an instruction is provided to launch the
learner tutorial, the process proceeds to state 408A and the
learner tutorial is launched. Otherwise, the process proceeds to
state 410A. The tutorial explains to the learner how to utilize or
run the module (e.g., what to click, how to navigate, how to score,
how to go back, etc.).
At state 410A, a user interface is presented via which the trainer
can instruct the system to display a tutorial for trainer (e.g.,
via a keyboard, mouse entry, voice command or other input). If an
instruction is provided to launch the trainer tutorial, the process
proceeds to state 412A and the learner tutorial is launched, and a
review for the trainer is presented. Otherwise, the process
proceeds to state 414A.
At state 414A a pre-study session is initiated. By way of example,
the pre-study review can include a review of concepts, products,
and/or services on which the user is being trained and/or tested.
The pre-study session optionally covers elements, such as the
concepts, information, and techniques that the trainee will be
tested on, and so is aligned with the testing. For example, the
elements may be:
relatively important or key concepts or steps;
why is it important to perform the identified steps;
guideline language that can be used to implement the steps.
By way of illustration, if the training is intended to trainee the
trainee in selling cars, the trainee may be instructed that the
following steps (or elements) should be performed when interacting
with a customer:
1. Greeting
2. Inquiry into Customer Needs
3. Statement of In-Stock versus Custom Ordering Options
4. Offer to take a Test Drive
5. Statement of Financing Options
6. etc.
The pre-study session optionally includes text, graphics, videos,
and/or animations. Optionally, the system is configured to print
some or all of the pre-study materials (automatically, or in
response to an instruction by the trainee and/or trainer) for
review by the trainee and/or trainer.
In an example embodiment, if the trainee fully learns the pre-study
content, the trainee should be able to perform the appropriate
event identifications (e.g., correct actions and/or incorrect
actions) and provide the corresponding explanations and answers.
Optionally, the pre-study session is broken into segments that
correspond to the scenario segments so that the pre-study segments
are aligned (and optionally exactly aligned) with the scenario
segments, enabling greater embedding of the subject matter. Thus,
for example, if the training scenario includes a certain number of
segments, the pre-study session optionally includes the same number
of segments. Optionally, multiple segments can form an entire
single conversation.
By way of further illustration, the pre-study session can display
textually and/or play an audio/video-animation presentation of
model answers which correspond to the model answers that will be
expected and/or provided during the "testing" phase of the
training. Optionally, the pre-study session includes, or is limited
to teaching or a review of terminology that will be used in the
training session (e.g., an explanation of such terms as "request",
"opportunity clue", "opportunity", etc.).
The pre-study session may be presented via text, audio, and/or a
video representation. If audio and/or video are provided, the
trainee can hear and/or see the technique in its correct role
played format without the exponentially different possible
responses from customers, prospects, etc (e.g., "thank you, but I
am not interested", "no need", "already have it covered", etc.). By
using this "customer default" methodology, trainees can hear what
they should do, without having to go off onto "branches of the
tree". For example, the role model presentation may present a
customer service person interacting with a customer, wherein the
customer provides a neutral/negative response to each question
asked by the service person. This enables the trainee to see a
complete run through of role model techniques. Optionally, the
trainer/trainee can instruct the system to print out all or a
portion of the materials presented in the pre-study session. The
process then proceeds to state 416A.
At state 416A, a user interface is presented via which the
trainer/trainee can instruct the system to play a selected entire
scenario/conversation (e.g., from a menu of
scenarios/conversations) or predefined segments thereof. The user
interface also provides a menu of selectable challenge areas.
If an instruction is provided to play a selected conversation or a
segment thereof (e.g., a relatively short segment, such as one
approximately between 15 to 30 seconds or between 30 and 90 seconds
in length, or optionally longer or shorter), then at state 418A,
the selected conversation or segment is played/displayed to the
trainee (e.g., including video, animation, audio, and/or text). The
process then proceeds back to state 416A, where another
conversation can be selected.
If, at state 416A, a challenge area is selected (e.g., identify
correct answers, identify incorrect answers, identify correct
style, identify style errors, etc.), and the process proceeds to
state 420A, where a challenge is presented. The trainee is asked
(by the facilitator and/or the system) to verbally state an
element. For example, the trainee may be asked to verbally identify
all correct events (optionally of a specified type, such as with
respect to information provided by a scenario participant, actions
taken, style, tone, and/or demeanor, etc.) in the selected segment
(or the entire scenario, if that had been selected at state 416A).
The elements may be those covered during the pre-study session.
At state 422A, a scoring user interface is displayed. In this
example, the answer(s) (corresponding to the challenge) are
displayed with associated check boxes. The trainer and/or trainee
checks off each challenge the trainee correctly responded to, which
are then stored in computer readable memory. Optionally, a user
interface is provided via which an instruction to play the
guideline presentation can be given. This enables a review of the
relevant portion of the pre-study session. Thus, "instant replay"
is available. The process then proceeds to state 424A, or for
certain challenge areas, optionally to state 442A.
At state 424A, the trainee is asked to verbally identify errors
made by one or more scenario participants (e.g., errors of
omission, errors of commission (a misstatement, interrupting the
customer inappropriately/too often, offering an inappropriate
good/service, etc.), errors of style, missed opportunities, etc.).
At state 426A, a scoring user interface is displayed. In this
example, the answer(s) (the errors that actually occurred in the
scenario) are displayed with associated check boxes. The trainer
checks off each challenge the trainee correctly responded to, which
are then stored in computer readable memory. Optionally, a review
of the relevant portion of the pre-study session is played back
(e.g., automatically in response to the scoring, or in response to
a manual instruction by the trainee/trainer).
If the trainee failed to identify the error, optionally the trainer
(e.g., using information provided by the training system via the
system display) will identify the error to the trainee. At state
428A, the trainee is asked to verbally explain why it is important
to correct the identified error (e.g., error of omission, error of
commission (a misstatement, interrupting the customer
inappropriately/too often, offering an inappropriate good/service,
etc.), error of style, missed opportunities, etc.). The trainee may
optionally also be asked to verbally explain why what the
participant did (e.g., said) or did not do/say was an error. Thus,
even if the trainee cannot correctly perform part of the testing
(e.g., the trainee failed to identify an error), the trainee may
still be required to answer subsequent related questions (e.g., why
it is important to correct the error and/or explain why it is an
error) to better facilitate the training. At state 430A, a scoring
user interface is displayed. In this example, the answer(s) are
displayed with associated check boxes. The trainer checks off each
challenge the trainee correctly responded to, which are then stored
in computer readable memory. Optionally, at state 430A, a review of
the relevant portion of the pre-study session is played back. Thus,
"instant replay" is available.
At state 432A, the trainee is asked to verbalize what a scenario
participant should have said. The user may be requested to
verbalize a correct answer using the model answer/guideline/role
model language presented earlier. Optionally, the user may be asked
to use, as best as possible, the actual model language used (e.g.,
in the first person), or the user may be asked to paraphrase the
model language (e.g., in the first person).
For example, when the participant is dealing with a customer, one
or more products or services may need to be identified by the
trainee that would correspond to a need indicated by the customer.
Optionally, at this point the trainer can enter a corresponding
score via the trainer terminal which is stored by the system.
At state 434A, a scoring user interface is displayed. In this
example, the answer(s) are displayed with associated check boxes.
The trainer checks off each challenge the trainee correctly
responded to, which are then stored in computer readable memory. At
state 438A, a user interface is provided via which an instruction
to play the guideline presentation can be given. This enables a
review of the relevant portion of the pre-study session. Thus,
"instant replay" is available. If an instruction is provided to
playback the guideline presentation, the process proceeds to state
436A. At state 436A, the system presents a model answer/guideline
language as to what the participant should have said. The guideline
language can be displayed to the user on the training terminal
screen and/or verbalized by the terminal (e.g., with or without a
video component include actors/animation). The role model guideline
answer, that provides guideline language for the correct way to
deliver techniques and information, and/or can be specifically
related to the errors. Many conventional systems lack such role
model guideline language training, and in particular, guideline
language that provides language that corrects an error presented in
a scenario.
This is in contrast to certain conventional techniques that simply
playback a recorded real conversation between a call center
operator and a customer (e.g., recorded for quality and training
purposes) and asks a group of trainees to explain what the call
center operator could have done better. However, such a recording
may not present the more important common errors and/or
opportunities that the training should emphasize. By contrast, the
training system described herein can present purpose-built
scenarios and model answers that specifically embed appropriate and
important/critical errors and/or opportunities with which to train
users. Further, rather than just hearing guesses by other trainees
as to what could have been done better, a facilitator can provide
the complete correct answers/best practices, without leaving out
information, as answers are preprogrammed.
At state 440A, the system determines whether there are additional
errors to navigate. If there are still additional errors to
navigate (e.g., where the trainee is asked to explain why it is
important to correct the error, why a previously identified error
is an error, etc.), the process proceeds back to state 426A. If the
error identification has been completed, the process proceeds to
state 442A, where a user interface is provided via which an
instruction can be provided to the system to display the trainee's
score for the scenario (or a segment thereof). If the system is so
instructed (e.g., by the trainee/trainer) the process proceeds to
state 444A, where the score is calculated and presented by the
system. The trainee and facilitator/trainer can discuss the
trainee's score for the portion/section, and review the correct
events and errors in the scenario, and the trainee's identification
and explanation of the same.
At state 446A, a determination is made as to whether there are
remaining scenario segments to be played (e.g., remaining
conversations with additional elements to be identified) and/or
additional challenges to be performed. If there are, the process
optionally proceeds back to state 416A, and the process is again
performed with respect to another scenario segment.
Otherwise, optionally, the trainee is asked to describe the style
of one or more scenario participants. The trainee's response is
stored in system memory.
At state 448A, a user interface is provided via which an
instruction can be provided to the system to display the trainee's
total score for the scenario. If the system is so instructed (e.g.,
by the trainee/trainer) the process proceeds to state 450A. At
state 450A, scoring information is calculated and provided to the
trainee, the trainer, and/or other personnel via a monitor, a
printout, and/or otherwise. Optionally a portion can be repeated,
or an entire scenario including several portions can be presented
uninterrupted or with interruptions for questions and the like. The
trainee and facilitator/trainer can discuss the trainee's score for
the entire module. The pre-study session, or portions thereof, and
a results summary section can be accessed (e.g., via a computer
terminal, a printout, or otherwise) by the user later for
reinforcement purposes. The process ends at state 452A.
Optionally, in the above example, or in other example processes
described herein, a user may first be asked to listen to/view a
complete conversation, and is then tested on the complete
conversation (e.g., without rehearing the conversation first).
Optionally, in addition or instead, a user may be asked to listen
to/view a segment of a conversation, and substantially immediately
afterwards asked questions specifically on that segment.
Optionally, a user may be asked to listen to/view a complete
conversation, and then is presented with segments of that same
conversation, wherein the user is tested after each segment
regarding the segment. The segments can be played back
sequentially, randomly, or in a different order. Optionally, the
user and/or trainer can select a particular segment so that the
user does not have to be tested on each segment. Optionally, the
user can be scored on the particular segment, the complete
conversation, or on both a segment basis and a complete
conversation basis.
FIG. 4B illustrates another example process directed to opportunity
clues and missed opportunities. The user/trainee may be asked
(e.g., by the trainer reading a challenge from a user interface
presented by the system, by the system articulating the challenge,
by the trainee reading the challenge from a user interface present
by the system, or otherwise) to verbally identify opportunity clues
and/or missed opportunity clues, explain why it is an opportunity
clue/missed opportunity clue, the importance of the opportunity
clue/missed opportunity clue, why it is important to properly
address the opportunity clue/missed opportunity clue, and explain
what the participant should have done to capitalize on the
opportunity clue, optionally using the pre-study language. By
having the user focus on the "why", a needs-driven cognitive
process is engendered, wherein the user is encouraged to better
understand the opportunity presented, how that opportunity reflects
a participant need, and then how to successfully respond to that
need (e.g., with the appropriate product or service). An
opportunity clue is a statement by a person that indicates (even if
not explicitly stated or meant to be communicated) that an
opportunity exists to provide the person with a product, service,
solution, or recommendation. Optionally, in this example
embodiment, optionally, rather than prompting the user to answer
questions regarding a segment scenario via multiple choice and
true/false questions, the user is queried verbally and is asked to
respond verbally (e.g., with a free form answer). As previously
discussed, such a "verbal" approach more closely simulates real
world conditions and will in many instances better enhance training
and facilitate transferability. Further, using such a "verbal"
approach, a user is not able to guess a correct answer from a
selection of potential answers presented to the user, as is the
case with multiple choice and true and false question.
As described herein, the user may be verbally asked to identify an
opportunity, state why it is an opportunity, and how the
opportunity should be responded to. Such an in-depth approach
facilitates training a user in approaching opportunities in an
organized, methodical way to better ensure that the user can
adequately respond to such opportunities in the real world, and
better locks in training. For example, such an approach can help a
trainee focus on a customer's (or other party) needs, rather than
just jumping to offering a product or service in response to
identifying the existence of an opportunity.
Thus, the approach discussed above teaches a user to identify and
better understand an incorrect handling of a customer (or other
party) or potential opportunities rather than simply having the
user jump to the "right way" and/or solutions, thus the user is
trained to think consultatively.
At state 401B, the process begins, and the trainee and/or trainer
log into the training system. At state 402B, the system displays a
welcome screen. The system receives a selection of a training
module from a menu of training modules. For example, the different
training modules may relate to different subject matter, such as
different products and services. Optionally the system provides a
description of the corresponding training objectives and a
description of the training module. A user interface is displayed
via which the trainee and/or trainer (which may be a peer)
optionally selects a peer type (where the learner and/or partner
indicates who their "learning partner" is for the session--a peer,
their supervisor, someone whose principal job function is training,
etc.).
At state 404B, a user interface is presented via which the
trainee/trainer can instruct the system to display a tutorial for
the learner/trainee. If an instruction is provided to launch the
learner tutorial, the process proceeds to state 406B and the
learner tutorial is launched. Otherwise, the process proceeds to
state 408B.
At state 408B, a user interface is presented via which the trainer
can instruct the system to display a tutorial for trainer. If an
instruction is provided to launch the trainer tutorial, the process
proceeds to state 410B and the learner tutorial is launched, and a
review for the trainer is presented. Otherwise, the process
proceeds to state 412B.
At state 412B, a tutorial/review that teaches terminology that will
be used in the training session (e.g., "opportunity clue", "missed
opportunity", "hidden need", etc.) is presented. Optionally a
pre-study session is provided, which, for example, may list
potential opportunity clues that might apply to the scenario they
are about to view, explanations as to why the opportunity clues are
opportunities, and potential products, services, solutions, and/or
recommendations that correspond to the opportunities.
At state 414B, a user interface is presented via which the
trainer/trainee can instruct the system to play a selected entire
conversation (e.g., from a menu of conversations) or predefined
segments thereof. The user interface also provides a menu of
selectable challenge areas.
If an instruction is provided to play a selected conversation or a
segment thereof (e.g., a relatively short segment, such as one
approximately less than 30 seconds or 15 seconds in length, or
shorter or longer), then at state 415B, the selected conversation
or segment is played/displayed to the trainee (e.g., including
video, animation, audio, and/or text). The process then proceeds
back to state 414B, where another conversation can be selected.
At state 416B, the trainee is asked to verbally identify
opportunities clues in the scenario. At state 418B, a scoring user
interface is displayed. In this example, the answers (corresponding
to the opportunity clues that occurred in the scenario) are
displayed with associated check boxes. The trainer checks off each
opportunity clue the trainee correctly identified, which are then
stored in computer readable memory.
At state 420B, the trainee is asked (e.g., verbally asked by a
trainer sitting with the trainee) to verbally identify/explain why
an opportunity clue is an opportunity. At state 422B, a scoring
user interface is displayed. In this example, the answers
(corresponding to correct reasons why the opportunity clues in the
scenario are opportunities) are displayed with associated check
boxes. The trainer checks off each reason the trainee correctly
identified, which are then stored in computer readable memory.
At state 424B, the trainee is asked to verbally list/state the
relevant products and services available from the trainee's
employer/provider that correspond to one of the reasons (e.g., the
trainee is asked what products/services/solutions/referral (a
referral to another service provided within or outside of the
trainee's company that can provide the customer with relevant
services and/or products) address the opportunity). At state 426B,
a scoring user interface is displayed. In this example, the answers
(corresponding to appropriate products/services/solutions
corresponding to the opportunities indicated in the scenario) are
displayed with associated check boxes. The trainer checks off each
product/service/solution the trainee correctly identified, which
are then stored in computer readable memory.
At state 428B, a determination is made as to whether there are
additional opportunities to navigate. If not, the process proceeds
back to state 426B, and the trainee is prompted to identify
additional potential products, services, solutions, and/or
recommendations. If the opportunities have been identified, the
process proceeds to state 430B. A user interface is presented via
which the trainer/trainer can indicate whether the score for the
just completed segment is to be displayed to the trainee and/or
trainer. If an indication is provided that a review is to be
conducted, the process proceeds to state 432B and the segment score
is calculated by the system and displayed to the trainee/trainer.
The trainer reviews the score and segment with the trainee,
including a review of the opportunity, and the trainee's
identification and explanation of the same.
At state 434B, a determination if there are additional opportunity
clues to navigate. If there are additional opportunity clues to
navigate, the process proceeds back to state 418B. Otherwise, the
process proceeds to state 436B. A user interface is presented via
which the trainer/trainer can indicate whether the total score is
to be displayed and review conducted. If an indication is provided
that a review is to be conducted, the process proceeds to state
438B and the total score is calculated and displayed to the
trainee/trainer. The trainer reviews the score and module with the
trainee.
Optionally, during the scoring process, a trainee can receive
"partial credit". Thus, even if a trainee does not receive a
positive score for a question (e.g., for failing to provide a
correct answer within a set of questions), the trainee can get
credit for answering other related sequential questions in the set
of questions. Advantageously, a wrong answer to one in a set of
question optionally does not deprive the trainee of the chance to
correctly answer and learn from the other related questions. For
example, if the trainee fails to identify "what opportunity", the
trainee can still receive a positive score if the trainee is able
to correctly explain why it is an opportunity and/or explain to
capitalize on the opportunity (e.g., the next correct steps to
take, identification of the products or services that should be
offered, etc.).
Optionally, there can be a mix of horizontal and vertical
questions. For example, the trainee can be asked to first identify
all errors, opportunities, and/or correct actions in a segment
(horizontal questioning). As the trainee responds, the trainee is
scored on how many questions the trainee correctly identified. The
questions to the trainee can then dig down on each of the correct
actions/errors/opportunities (e.g., by clicking on a next control)
and answering the "vertical questions" (e.g., "why is it an error
or an opportunity", "how should the opportunity be capitalized
on"/"how should the error be fixed", etc.). Advantageously, using
this process, the trainee can optionally be allowed to view the
trainer's screen as the answers are not displayed to the trainer
until the trainee has first provided the corresponding answer.
Optionally instead, a trainee will first be asked to list all
opportunity clues first, then for the listed opportunities, explain
why each one is an opportunity, and then for each listed
opportunity explain how the opportunity should be responded to.
Thus, in this embodiment the question flows are horizontal in
nature, rather than vertical.
Optionally a scenario portion can be repeated, or an entire
scenario including several portions can be presented uninterrupted
or with interruptions for questions and the like.
Optionally, a scenario is targeted on very specific items.
Therefore, the scenario may not always be full conversations. This
may enhance the time effectiveness of the training because of the
smaller "learning chunks", and enables the training to focus upon
the specific areas where the trainee employer believes trainees
need the most or significant improvement and/or where the employer
would gain the most or significant value. For example, a segment or
learning chunk may be less than 30 seconds, less than 1 minute,
less than 3 minutes, 3-5 minutes, 5-10 minutes, 10-20 minutes,
30-45 minutes, or other appropriate length (e.g., as determined by
the subject matter, the current abilities or job level of the
trainee, etc.). The length of the scenarios can be gradually
increased to gradually improve a trainee's attention span and
listening comprehension. The length of the learning and listening
chunks are optionally based upon user tolerance studies (e.g., that
indicate how long a person at different ages and job functions are
able to pay attention to a conversation), and/or repeat rates or
frequency of chunk utilization with respect to a given user (e.g.,
how often they have gone back to repeat a given section). Thus,
"snapshot" scenarios are utilized in this example both for time
management purposes and to enhance focus and engagement of the
user/trainee.
As previously discussed, optionally, some or all of the training
sessions discussed above utilize a trainer/facilitator during the
training session, although optionally training can be performed
without a trainer/facilitator being present. Thus, optionally, the
training sessions combine computer-based learning with a human
facilitator who participates throughout or during at least a
portion of the training session, and who can help guide and train
the user. Optionally, the facilitator works with a trainee in a
one-on-one situation, although optionally the facilitator works
with more than one trainee at a time.
Optionally, the use of a computer-based training system enables the
use of a relatively "untrained" facilitator, because the training
system guides the facilitator, provides the facilitator with the
questions/prompts for the trainee, and the substantive knowledge on
which the trainee is being trained. In addition, the optional
computer-based scoring further eases the burden on the facilitator.
Thus, an example embodiment includes "artificial intelligence" with
respect to the question and answer flows. This approach can
significantly reduce training costs and provide for a relatively
much larger pool of facilitators. Further, because correct answers
are pre-programmed and available to the facilitator, a relatively
untrained facilitator can score trainee answers objectively, even
when those answers are provided verbally. Advantageously, the
facilitator is not put in the position of being the one
subjectively deciding that the trainee has not performed well.
Rather, the computer takes on the role of the "bad guy". Therefore,
even a child can be a facilitator for another child.
Certain trainees' recollection of a conversation (or a segment
thereof) may differ from the correct answers presented via the
training system. This may result in a trainee doubting and
challenging the correct answers. In order to objectively
demonstrate to the trainee that the trainee failed to identify an
opportunity, a missed opportunity, an error, or a correct action,
optionally objective evidence is provided to the trainee by
replaying the corresponding segment to prove what occurred in the
segment (e.g., in response to a manual instruction by the trainee
or trainer, such as by optionally activating a scenario replay
button).
In addition, optionally during scoring and/or when the trainee is
answering, the trainer may activate a pre-Study button or other
control (e.g., a pre-study replay button) which causes the model
answer from the pre-study segment that corresponds to the answer
being scored to be replayed for quick reference/verification. This
enables the trainer to verify for or prove to the trainee what was
said, role modeled, and/or textually presented during the pre-study
session. Thus, easy access for alignment between the pre-study
segment and questions is provided without multi-step navigation. By
way of illustration, a pre-study replay control may be provided
when testing/scoring the trainee's response to what was done
correctly during a training sequence, what where the errors, why is
it important to correct the errors, as well as to provide the
correct guideline language. This further facilitates the practice
of real world language.
Furthermore, scoring objectivity is enhanced and scoring
subjectivity is reduced in scoring the answers because of the
pre-programming and because questions for the trainee are
optionally formulated in a focused manner, with purposely limited
scope per question. A larger scope of training is optionally
achieved through the combining of multiple questions and
modules.
Optionally, as discussed above, the questions are asked without the
answers being presented on the training system display until the
trainee answers the questions. Therefore, there is no need to
conceal the display from the trainee.
Optionally, the answers and scoring are verbal, but presented in a
text form, audio and/or audio/video-animation form for the
facilitator via the training terminal (who may not otherwise know
the answers), so that the trainee does not have access to the
answers before verbalizing the answers. For example, optionally the
training terminal can be positioned so that the facilitator can
view the questions and/or answers, and the trainee cannot (e.g.,
the facilitator can turn the terminal display so that the trainee
cannot observe it; the trainee can be told to turn/move to a
location where they cannot observe the screen, but not so far so
that the facilitator and learner cannot verbally interact; the
facilitator can have a separate display than the trainee). Thus,
optionally, the trainee needs to articulate an identified
opportunity clue, missed opportunity, or error. Therefore, unlike
multiple choice questions, true/false questions, or yes/no
questions, where a trainee can guess an answer, the open-ended
questions discussed above are very unlikely to be correctly
answered by guessing. Instead, the system trains real learning and
real recall, as compared to multiple choice and true false testing,
where the answer is presented to the trainee within the
questions.
Further, optionally, after the trainee identifies a first
opportunity clue, a missed opportunity, or error, prior to asking
for the trainee to identify the next, opportunity clue, missed
opportunity, or error, the trainee is asked why the first
identified opportunity, missed opportunity, or error is an
opportunity, missed opportunity, or error, and then is asked how to
capitalize on the opportunity or how to fix the error.
Optionally, if the trainee cannot articulate all of the
opportunities/missed opportunities/errors, the facilitator then
provides those that were missed (e.g., lets the trainee view them
on the screen or articulates them to the trainee).
Because of the verbal nature of the questions and the verbal, free
form nature of answers in certain embodiments, which more closely
emulates real-world interactions (as compared to simple multiple
choice/true-false testing), a trainee is more easily able to
transfer the learned skills and knowledge to a real world
environment, where the trainee interacts with people in a verbal,
free form environment.
As discussed above, training questions can be presented
horizontally, vertically, or using a mixture of horizontal and
vertical questioning. For example, a trainee may be presented with
an entire conversation first, and is then asked to identify all of
a certain event type (e.g., all errors or all opportunities) in the
conversation, while being graded on the number of events the user
was able to correctly identify. The user may then be asked further
questions regarding the events (e.g., if the event is an error,
explain why it is in error and how to avoid the error). Instead,
the trainee may be asked to identify a first of the events, and
then answer one or more questions about the event. Once the user
has answered questions regarding the event, the user is then asked
to identify the next event and to answer questions regarding the
next event, and so on.
By way of further example, a segment may be played and the trainee
is tested on the segment before the next segment is played. The
segments can be played sequentially or out of order. By way of
still further example, the entire conversation may first be played,
and then, before being questioned, the conversation is replayed on
a segment by segment basis, wherein the trainee is questioned after
a corresponding segment regarding the segment. By way of yet
further example, the entire conversation may first be played, and
then, before being questioned, selected segments of the
conversation are replayed (e.g., where the selected segments may be
out of sequence and wherein the selected segments combined
optionally do not include all the segments), wherein the trainee is
questioned after a corresponding segment regarding the segment.
By way of further illustration, as similarly described above,
optionally the trainee can listen to an entire scenario
conversation or proceed directly to specific segments within the
conversation. Optionally, the trainee first listens to an entire
scenario, can take notes on viewed opportunity clues, missed
opportunities, and/or errors, and then review and be tested on the
scenario a segment at a time. Thus, certain example embodiments
provide a built-in segmented approach, as well as a "total
conversation" approach. Optionally, a given segment is a
self-contained "learning module". Therefore, the facilitator can
stop the training session (e.g., if there is not sufficient time to
complete the entire scenario), and then come back and pick up at
the next segment. Further, the segment approach enables the
facilitator and trainee to focus on segments where the trainee
needs to improve and/or that are considered to be more important.
In addition, optionally the performance can be scored for each
segment.
Optionally, the training processes described above can be performed
periodically, on an ongoing basis using the same, similar, or
different scenarios/segments of the same or different lengths
(e.g., optionally in increasing length to help increase a trainee's
attention span). For example, a trainee can be presented with a
training segment, every day, week, month, 6 months, year, or other
period to reinforce the trainee's skills. Different situations,
opportunities, and/or errors can be presented to enhance
learning.
An example scenario will now be described in greater detail. The
following scenario relates to a banker interacting with a prospect.
Errors made by the banker are identified. The user is asked to
identify why the errors are errors and/or why it is important to
correct the error, and what should the banker have done
differently. In addition, example model/guideline banker language
is provided to the user which would be more appropriate than the
language used by the banker.
TABLE-US-00001 Banker Prospect Appropriate Guideline Language Okay
Mr. Jenkins, your Karl Jenkins. checking account is now Really? How
so? opened. I'm so glad you decided to bank with XYZ Bank. We do
consider ourselves to be a little different here at XYZ bank. Well,
we pride ourselves on Yeah, that's true. I building relationships
with had that our clients versus many other experience at my banks
out there who bank in Texas. sometimes only know you as just an
account number. As a financial services Great! representative here,
I make it my standard practice to maintain an understanding of my
clients' overall financial picture so that I'm best positioned to
make proactive recommendations to help you be more financially
successful. I'd like to conduct a Client Well, I'm not sure.
Banker: What I will do is ask some questions in a few Service
Review right now if Just what is the areas to make sure we
understand your current financial that's okay. (Error PB1) Client
Service needs and your financial needs for the next 6 to 12 Review?
I'm not months. The whole process will take about 10 minutes sure I
understand depending on the complexity of your financial situation.
how it will help May I conduct a Client Services Review right now?
me. Prospect: Okay. I actually have a little extra time, but I do
have an appointment that I will need to leave for in 15 minutes.
Banker: That's just fine. I'll do a time check with you at about
7-8 minutes to make sure we keep to your available time. The
process will help me look Oh, now I Error PB2 for ways to help you
make understand. I've Banker: The process will help me look for
ways to help more money, as well as save never had anyone you make
more money, as well as save money, save money, save time, and find
do this for me time, and find added convenience in your banking
added convenience in your before. I do have relationship with our
bank. Everything we discuss will be banking relationship with our
the time right now, kept totally confidential and the process is
free. Do you bank. Can we get started? so let's get mind if I take
some notes while we chat? (Errors PB2 and PB3) started. Prospect:
I've never had anyone do this for me before. I do have the time
right now, so let's get started. Error PB3 Banker: The process will
help me look for ways to help you make more money, as well as save
money, save time, and find added convenience in your banking
relationship with our bank. Everything we discuss will be kept
totally confidential and the process is free. Do you mind if I take
some notes while we chat? Prospect: I've never had anyone do this
for me before. I do have the time right now, so let's get started.
Borrowing (Credit) Okay. Banker: Great. Well, since you came in to
open a Great! So first, let's take a checking account, I think it
makes sense to begin by look at any borrowing needs exploring your
day-to-day banking transaction needs to that you may have. (Error
see where we might be able to help you. PB4) Prospect: Okay.
Banker: What other transactional accounts do you have with any
other financial institutions? I'm wondering if you or Hmmm. I can't
Banker: One way in which I help my clients is by making anyone in
your family may think of anything sure they have access to funds
for any major purchases have spoken about any we would need to they
may be making. needs to borrow money borrow for. I'm wondering if
you or anyone else in your family may anytime within the next six
to have spoken about any needs to borrow money within twelve
months? (Error PB5) the next six to twelve months? Prospect: Well,
my wife and I have been talking about moving out of our apartment
and buying a house sometime in the next 3 to 6 months. We've been
saving for a down payment for a few years. Have you thought about
Well, my wife and purchasing a house? I have been talking about
moving out of our apartment and buying a house sometime in the next
3 to 6 months. We've been saving for a down payment for a few
years. Excellent. This is an area I That would be think we can help
really great. Since this is streamline the borrowing our first time
process so that it is fast and buying a house, easy for you. We
could meet we can use all the with your real estate agent help we
can get. when you're ready to start looking and work with them to
get your home loan all lined up. Well we can definitely help! Okay.
Banker: How about any other needs to borrow that may Let's move on
to the deposit be within that next 6-to-12-month time frame. It
could be and investment area. (Error buying a new car, perhaps
paying for a long overdue PB6) vacation, maybe paying for that
evening college class. Prospect: No, not that I can think of. The
house will keep us pretty busy. Deposit & Investment Well, I do
have my Banker: Let's now focus on your current and future Let's
now focus on your savings account at deposit and investment needs.
We may be able to get savings for the future. What my Bank back in
you a higher rate of return on your deposits, or amounts do you
have on Texas, and am investments, simplify your banking by
consolidating deposit, such as in a savings thinking about
accounts, or helping you plan for retirement. May I ask, account,
with other transferring my what amounts do you currently have on
deposit or as institutions? We may be able money here and
investments with other financial institutions, including to get you
a higher rate of opening up a retirement accounts? return than
another Savings Account Prospect: Well, I have my savings account
at my Bank institution. (Error PB7) with you guys back in Texas,
and am thinking about transferring my soon. In fact, money here and
opening up a savings account with you before our guys soon. In
fact, before our meeting, I picked up a meeting, I picked brochure
and looked at some of the savings accounts up a brochure and you
offer, but I haven't made up my mind on any one of looked at some
of them yet. the savings accounts you offer, but I haven't made up
my mind on any one of them yet. Okay. Well, when you decide Great!
Thanks. Banker: I can definitely assist you in figuring out which
on the one, you want to open, savings account would be best suited
to meet your just give the branch a call, or needs. I can also
refer you to one of our Investment stop in and someone will help
specialists who can identify alternative investment you set one up.
(Error PB8) options providing a higher rate of return on your
savings. In the next six to twelve months are you expecting any
additional income that could be invested? Maybe a raise, a bonus,
or proceeds from a sale? Prospect: No, I'm not expecting any
additional money. Alright, let's continue on into Okay. Banker:
Also, we want to be able to plan how to invest the next area.
(Error PB9) any new funds that may be available to you now or in
the future. Are you expecting any additional income such as a
raise, bonus, or sales proceeds during the next six to twelve
months? Prospect: No, I'm not expecting any additional money.
Day-to-Day Banking No this is the only Error PB10 Services checking
account I Banker: Okay, Mr. Jenkins, by understanding your Okay,
Mr. Jenkins, in order to have. needs in the day-to-day banking
services area, we may help simplify your finances, You know, you be
able to simplify your financial matters and provide could you tell
me if you have said this review you with the convenience of
one-stop banking by any other checking accounts would take about
consolidating accounts. with your Bank in Texas? 10 minutes, and it
Prospect: Okay. (Errors PB10 and PB11) has been 8 Error PB11
minutes. I have to Banker: Tell me, how many different checking
accounts, get going to savings accounts, or credit cards do you
have elsewhere another in addition to what you have at the bank in
Texas? appointment. Are Prospect: I have a savings account at the
Texas Bank we just about that I am thinking about transferring to
this bank. finished? Yes, actually I am. I'll just Error PB12 take
a few minutes to Banker: I do have the area of insurance and other
summarize my financial services to go over with you to ensure I
have a recommendations. (Errors complete picture of your financial
health; however, we PB12 and PB13) can schedule another time to
finish our review. I have availability tomorrow afternoon. Would
2:00 p.m. work for you? Prospect: That time will work for me. Error
PB13 Banker: You are right; it has been 8 minutes and I definitely
want to keep my commitment to get you out on time for your next
appointment. I do have the area of insurance and other financial
services to go over with you to ensure I have a complete picture of
your financial health; however, we can schedule another time to
finish our review. Before we do this though, I would like to take
just a few minutes if this is okay with you to go over my initial
recommendations, and then see what might be some appropriate next
steps. Is this okay? Prospect: Yes, that would be fine. Borrowing
Recommendations You know, I have several thoughts in terms of that
does recommendations based on the sound like a needs we've
discussed here today. good idea. Let's start with the area of
borrowing; you indicated you and your wife will be looking to buy a
home within the next 6 months. Since it is never to earlier to get
the mortgage approval process in motion, I really think it would be
wise for you to speak with our mortgage lending specialist. My
colleague's name is Sam O'Neill. I've had several of my clients
work with him. Why don't you go ahead and give Okay... Banker: Sam
works out of our office several days during Sam a call. You can
reach him the week. I know he's going to be here in two days, on
through the bank receptionist. Friday. Could we arrange a time on
Friday for you and (Error PB14) your wife to meet Sam, here at the
bank? What time would work for you? Prospect: We can probably be
here around 10:00 a.m. Banker: Great! I will check with Sam to make
sure this time works for him. Either he or I will call you back to
confirm. What's the best number to reach you at? Prospect:
555-2824. Deposits and Investments Oh, that Recommendations sounds
like Now in terms of your deposits and an excellent investments,
you mentioned the idea. I've savings account at your bank in been
thinking Texas. You may want to consider lately about placing this
money in a vehicle what we need other than a savings account to do
to begin
where you can earn a higher rate planning for of return. I really
think it would be retirement. I wise for you to speak with our know
it is investment specialist. Her name is many years Ann Smith. She
can help you go away, but I over all the options available to see
how my you as you prepare to move the parents money from your bank
in Texas. struggle and I don't want that for my wife and me. Ann
can definitely help you. She Next has worked on retirement plans
for Wednesday my husband and me, and did an will be good. excellent
job. Ann works out of our We can office on Wednesdays. I know
probably be she's going to be here 1 week from here around today,
next Wednesday. Could we 4:00 p.m. arrange a time next Wednesday
for you and your wife to meet Ann, here at the bank? What time
would work for you Well, I hope you've seen value in Ah, yes I
Banker: Great! I will check with Ann and double-check our
discussion? (Error PB15) have. Thank- that this time works for her.
Either she or I will call you you for back to confirm the
appointment. Since the appointment offering to is a week away, I
will give a reminder call a few days review my before the
appointment, say on Monday. What's the best financial number to
reach you at? situation. Prospect: 555-2824. You are very welcome.
It was my Thanks! Banker: You are very welcome. It was my pleasure.
As pleasure and welcome to XYZ a matter of fact, I'm always looking
for ways to help Bank. (Error 16) others in the same way and I'm
wondering if you might know anyone else who would benefit from a
similar level of service? Prospect: No, not really. Banker: What
about a work colleague, family member? Maybe a friend? Prospect:
No, no one at this time. Banker: Well if you do think of someone,
please feel free to give them my name and telephone number. Welcome
to XYZ Bank.
The following table illustrates example questions regarding the
foregoing scenario that are provided to the user/trainee. A
user/trainee may be asked to identify an error, explain why it is
an error, and explain what the banker should have done differently.
The user/trainee may also be asked to describe the banker's overall
style (e.g., including the correctness and/or incorrectness of the
style), and to identify problems or advantages with respect to the
banker's style. Optionally, the user/trainee may be queried with
respect to the body language of the banker and/or the prospect
(e.g., "does the banker's body language appear to radiate
confidence or a lack of confidence", "does the prospect look
uncomfortable with the banker's questions or answers," etc.) The
user's responses can be separately scored and/or a cumulative score
can be calculated, stored, and reported.
The questions can be orally asked and/or displayed by the training
terminal or asked by a trainer. The user/trainee can be asked to
verbally respond and/or the user can be asked to type in a response
via the terminal or select a response in a multiple choice and/or
true/false format. The following table includes a "portion" column
indicating what portion or sub-portion of the scenario the event
occurs (e.g., beginning, middle, end). An Error ID column lists an
identifier associated with the error being tested on. The user is
queried as to why an event is an error and what the banker should
have differently. Model answers are provided. In addition, model
guideline language is provided for what the banker should have
said.
TABLE-US-00002 State one/another Technique What should Error that
you the banker Error heard the Why is that an have done Appropriate
Guideline Portion ID Banker make. error? differently? Language Beg.
PB1 The Banker does The Banker does The Banker Banker: What I will
do is not thoroughly not explain to the should have . . . ask some
questions in a explain the Prospect fully 1. Explained few areas to
make sure we process of a what a Client that the understand your
current Client Service Service Review process financial needs and
your Review. entails and entails financial needs for the next
therefore, would answering 6 to 12 months. The whole be less likely
to some process will take about 10 agree to the questions in a
minutes depending on the process. few areas. complexity of your 2.
Explained financial situation. May I the process conduct a Client
Services should take Review right now? about 10 Prospect: Okay. I
actually minutes. have a little extra time, but I do have an
appointment that I will need to leave for in 15 minutes. Banker:
That's just fine. I'll do a time check with you at about 7-8
minutes to make sure we keep to your available time. Beg. PB2 The
Banker does The prospect may The Banker Banker: The process will
not explain the not agree if they should have . . . help me look
for ways to Client Service believe the 1. Explained help you make
more Review is free. process has a fee that it is cost money, as
well as save associated with it. free. money, save time, and find
added convenience in your banking relationship with our bank.
Everything we discuss will be kept totally confidential and the
process is free. Do you mind if I take some notes while we chat?
Prospect: I've never had anyone do this for me before. I do have
the time right now, so let's get started. Beg. PB3 The Banker does
The prospect may The Banker Banker: The process will not explain
the not agree if they should have . . . help me look for ways to
Client Service believe the 1. Explained help you make more Review
is information shared that it is money, as well as save
confidential. could be confidential. money, save time, and
communicated to find added convenience in others. your banking
relationship with our bank. Everything we discuss will be kept
totally confidential and the process is free. Do you mind if I take
some notes while we chat? Prospect: I've never had anyone do this
for me before. I do have the time right now, so let's get started.
Middle 1 PB4 The Banker starts According to the The Banker should
Banker: Great. Well, since with the borrowing Prospect, their have
. . . you came in to open a (credit) category. main goal was 1.
Asked the checking account, I think it opening up a Prospect a
makes sense to begin by Checking Account, day-to-day exploring your
day-to-day and the Banker's banking banking transaction needs first
question about services needs to see where we might be borrowing
(credit) question first. able to help you. needs is an Prospect:
Okay. unnatural Banker: What other transition. transactional
accounts do you have with any other financial institutions? Middle
1 PB5 The Banker did not The prospect has The Banker should Banker:
One way in which explain the benefits no context for why have . . .
I help my clients is by of asking questions asking a question 1.
Explained making sure they have in the borrowing in the borrowing
that access to funds for any (credit) category (credit) category
understanding major purchases they may before asking a could have
the Prospect's be making. question. relevance for them. needs in
the I'm wondering if you or borrowing anyone else in your family
(credit) may have spoken about category can any needs to borrow
money ensure access within the next six to twelve to funds for
months? major Prospect: Well, my wife purchases. and I have been
talking about moving out of our apartment and buying a house
sometime in the next 3 to 6 months. We've been saving for a down
payment for a few years. Middle 1 PB6 The Banker left the The
Prospect may The Banker should Banker: How about any borrowing
(credit) still have Credit have . . . other needs to borrow that
category Needs, though he 1. Asked may be within that next 6-
prematurely. may not think about additional to-12-month time frame.
It them in terms of prompts, such could be buying a new car,
borrowing money as any plans to perhaps paying for a long and may
need buy a car, go overdue vacation, maybe additional on a holiday,
paying for that evening prompting to pay for tuition, college
class. disclose the and/or pay for Prospect: No, not that I
information. taxes. can think of. The house will keep us pretty
busy. Middle 2 PB7 The Banker did not The prospect has The Banker
should Banker: Let's now focus on fully explain the no context for
why have . . . your current and future benefits of asking asking a
question Explained the deposit and investment questions in the in
the deposit and benefits of asking needs. We may be able to deposit
and investment questions in the get you a higher rate of investment
category could deposit and return on your deposits, or category
before have relevance for investment investments, simplify your
asking a question. them. category: banking by consolidating The
Prospect may 1. Making accounts, or helping you have other funds on
them money plan for retirement. May I deposit besides a 2. Saving
them ask, what amounts do you savings account money currently have
on deposit or that the Banker did 3. Simplifying as investments
with other not uncover. finances by financial institutions,
consolidating including retirement 4. Planning for accounts?
retirement. Prospect: Well, I have my savings account at my Bank
back in Texas, and am thinking about transferring my money here and
opening up a savings account with you guys soon. In fact, before
our meeting, I picked up a brochure and looked at some of the
savings accounts you offer, but I haven't made up my mind on any
one of them yet. Middle 2 PB8 The Banker leaves It is the Banker's
The Banker should Banker: I can definitely the decision of
responsibility to have . . . assist you in figuring out choosing a
savings assess which 1. Informed the which savings account account
in the savings account Prospect that would be best suited to
Prospect's hands. would best suit the she could open meet your
needs. I can Prospect's needs. the right also refer you to one of
our The Banker should savings Investment specialists who capitalize
on the account today. can identify alternative opportunity for the
2. Referred the investment options bank rather than Prospect to the
providing a higher rate of risk losing the Bank's return on your
savings. account by leaving investment In the next six to twelve it
in the Prospect's specialist. months are you expecting hands. 3.
Asked about any additional income that new funds could be invested?
Maybe a such as a raise, a bonus, or proceeds raise, bonus, from a
sale? sale proceeds, Prospect: No, I'm not etc., in the next
expecting any additional six to twelve money. months. Middle 2 PB9
The Banker left the The Prospect may The Banker should Banker:
Also, we want to deposit and still have. The have . . . be able to
plan how to investment Prospect needs 1. Asked invest any new funds
that category additional additional may be available to you
prematurely. prompting to prompts, now or in the future. Are
disclose deposit around you expecting any and investment additional
additional income such as needs related to potential a raise,
bonus, or sales additional income. income such proceeds during the
next as a raise, six to twelve months? bonus, and/or Prospect: No,
I'm not sales expecting any additional proceeds. money. Middle 3
PB10 The Banker did not The prospect has The Banker should Banker:
Okay, Mr. explain the no context for why have . . . Jenkins, by
understanding benefits of asking asking a question 1. Explained
your needs in the day-to- questions in the in the day-to-day that
day banking services area, day-to-day banking banking services
understanding we may be able to simplify services category category
could the Prospect's your financial matters and before asking a
have relevance for needs in the provide you with the question.
them. day-to-day convenience of one-stop banking banking by
consolidating services accounts. category can Prospect: Okay.
simplify financial matters. 2. Explained that understanding the
Prospect's needs in the day-to-day banking services category can
provide the convenience of one-stop banking by consolidating
accounts. Middle 3 PB11 The Banker asks The prospect may The Banker
should Banker: Tell me, how about checking also have other have . .
. many different checking accounts at the checking accounts 1.
Asked the accounts, savings Texas Bank only. outside of the
Prospect accounts, or credit cards Texas Bank, but about any do you
have elsewhere in the Banker has not other addition to what you
have asked about them. transaction at the bank in Texas? accounts
that Prospect: I have a savings they may have account at the Texas
Bank at all other that I am thinking about financial transferring
to this bank. institutions. 2. Asked the prospect about other
transaction accounts that they may have
with the Texas Bank. Middle 3 PB12 The Banker skips The insurance
The Banker should Banker: I do have the area the insurance and
category is a have . . . of insurance and other other financial
significant area 1. Suggested financial services to go services
category. that needs to be getting over with you to ensure I
covered in order to together have a complete picture of meet all of
the another time your financial health; Prospect's needs. to
complete however, we can schedule the review. another time to
finish our 2. Explained review. I have availability the importance
tomorrow afternoon. Would of covering the 2:00 p.m. work for you?
insurance and Prospect: That time will other financial work for me.
services category to ensure having a full picture of the client's
financial health. Middle 3 PB13 The banker does Since time is
short, The Banker should Banker: You are right; it not acknowledge
another option to have . . . has been 8 minutes and I the prospects
complete the Client 1. definitely want to keep my concern about
Services Review Acknowledged commitment to get you out going longer
than needs to be the time on time for your next 10 minutes.
presented to the overage. appointment. I do have the prospect. 2.
Explained area of insurance and other they would like financial
services to go to schedule a over with you to ensure I time to have
a complete picture of complete the your financial health; Client
Services however, we can schedule Review another time to finish our
3. Explained review. they would Before we do this though, I take
just a few would like to take just a few minutes to minutes if this
is okay with briefly go over you to go over my initial
recommendations recommendations, and and next then see what might
be steps. some appropriate next 4. steps. Is this okay?
Acknowledged Prospect: Yes, that would the time be fine. overage
and suggested getting together another time to complete the review.
5. Asked permission from the prospect to continue by going over the
banker's recommendations. End PB14 The Banker does The bank may The
Banker should Banker: Sam works out of not follow through miss an
have . . . our office several days by arranging a opportunity by 1.
Scheduled a during the week. I know date and time for leaving
contact tentative date he's going to be here in two the prospect to
with the mortgage and time for days, on Friday. Could we meet the
mortgage lending specialist the prospect to arrange a time on
Friday lending specialist . . . in the hands of the meet the for
you and your wife to prospect. mortgage meet Sam, here at the
lending bank? What time would specialist. work for you? 2.
Explained Prospect: We can they would probably be here around
confirm the 10:00 a.m. date and time Banker: Great! I will check
with the with Sam to make sure this mortgage time works for him.
Either lending he or I will call you back to specialist and
confirm. What's the best then contact number to reach you at? the
prospect to Prospect: 555-2824. confirm the appointment. 3. Gotten
contact information. End PB15 The Banker does The prospect may The
Banker should Banker: Great! I will check not indicate how show up
for the have . . . with Ann and double-check the proposed date
appointment and 1. Explained that this time works for her. and time
will be the investment they would Either she or I will call you
confirmed with the specialist may not confirm the back to confirm
the investment know about the date and time appointment. Since the
specialist. appointment. with the appointment is a week investment
away, I will give a reminder specialist and call a few days before
the then contact appointment, say on the prospect to Monday. What's
the best confirm the number to reach you at? appointment. Prospect:
555-2824. 2. Gotten contact information. End PB16 The Banker does
1. The banker The Banker should Banker: You are very not ask for a
may miss have . . . welcome. It was my referral (an offer to an 1.
Offered to pleasure. As a matter of assist). opportunity assist
others in fact, I'm always looking for to assist the same way ways
to help others in the someone they assisted same way and I'm else.
the Prospect. wondering if you might 2. The banker know anyone else
who may miss would benefit from a similar an level of service?
opportunity Prospect: No, not really. to build Banker: What about a
work their colleague, family member? network. Maybe a friend? 3.
The banker Prospect: No, no one at may miss this time. an Banker:
Well if you do opportunity think of someone, please to build the
feel free to give them my banks name and telephone book of number.
Welcome to XYZ business. Bank.
Another scenario will now be described. The following scenario
includes a 39 second conversation between a banker and a prospect
regarding a savings account that includes missed opportunities,
TABLE-US-00003 Banker Prospect Welcome to Breakthrough Performance
I'm interested in opening a savings account. (Request Bank. I'm
Kevin Johnson. How can I help Identified) you? Certainly. I can do
that for you. May I have Tom Lopez. your name, please? Thank you,
Mr. Lopez. Do you currently No, I don't. I noticed the
advertisement on your front door for the have any accounts at our
bank? interest bearing checking account. I like the interest rate
(OPT ID 1). Do you live nearby? Not yet, but I'm here for a week
looking at some homes. I think I found a really nice condominium in
the center of town (OPT ID 2) (OPT ID 3). In fact, I've decided to
start my own consulting business here. (OPT ID 4) That's fantastic.
Congratulations. Thank you. I'm looking forward to this change.
A. Opportunity Identification Loops The following illustrates an
example segment or entire session, illustrating how each
opportunity clue is covered (identification of opportunity, why it
is an opportunity, and how the opportunity can be addressed by a
given product/service) before proceeding to the next clue.
TABLE-US-00004 # OPT ID Request Clue Needs
.fwdarw.Products/Services 1 Open a Savings Account Savings Account.
1 OPT ID 1 Likes the interest High interest bearing
accounts.fwdarw.Interest bearing offered on the checking account
interest-bearing Higher returns.fwdarw.Investment products/services
checking account. 1 OPT ID 2 Looking for homes Help with financing
the house.fwdarw.Mortgage loan and thinks he found Protect
loan.fwdarw.Mortgage Insurance a condominium in Protect home
contents.fwdarw.Home contents the center of town. insurance 1 OPT
ID 3 Moving to the area Transfer accounts here soon. Transactional
accounts.fwdarw.Checking account, direct deposit, savings account,
money market account, safe deposit box CDs Account
protection.fwdarw.Overdraft protection Link to Overdraft Credit
facility Facilities to pay bills from account and withdraw
cash.fwdarw. Automatic Bill Pay; ATM/Debit card Access to account
by telephone.fwdarw.Telephone banking Access to account by
Internet.fwdarw.Online Banking 1 OPT ID 4 Will be starting his
Access to borrowing.fwdarw.Business lines of credit and own
business. loans Financing for office space.fwdarw.Mortgage or other
loan Transactional services.fwdarw.business checking account,
payroll processing, business ATM/Debit, direct deposit, business
savings account
As previously discussed, certain embodiments can significantly
improve the trainee's/learner's ability to listen and comprehend
what others say and mean, and thus their listening comprehension,
and can improve the learner's short term memory. Further, certain
embodiments can aid learners in becoming more emotionally
intelligent by training them to better understand others.
By way of example, the training system can interactively develop
and enhance the learner's ability to focus, pay attention to and
accurately restate/paraphrase/quote/summarize what others say and
mean, by playing a scenario segment and asking the learner to
summarize, repeat or paraphrase what was said by one or more of the
people in the scenario. The training system can also train the
learner how to prioritize what one or more of the people in the
scenario (e.g., indicate that relative importance of what was
said). Such training will also improve or sharpen the learner's
short-term memory by helping the learner to retain for longer
periods what was initially in their short-term memory. Similarly,
the learner's long term memory can be enhanced. Optionally, the
learner may be instructed to, encouraged to, allowed to, and/or
prohibited from taking notes while watching/listing to a scenario.
Optionally, the training will aid the learner in concentrating on
the more significant utterances of scenario participants when
taking notes so that the notes are more useful and relevant. Thus,
they learn how to prioritize what types of notes should be taken.
Skills and memory enhancement provided by such training can be
utilized in many fields, in business and in personal situations, by
the young and the elderly.
Many people, whether in or outside of business settings, are not
very effective listeners, and often do not listen to and respond to
the given reality presented in a conversation. Common memory
deficits include difficulties in remembering names, facts, plans,
and other information presented during a conversion. Indeed, many
people forget within a very few seconds much of what was said to
them during a conversation.
Therefore, many managers, especially those involved in and/or
responsible for servicing customers, express a desire for an
improvement in their managers' and employees' listening
effectiveness. Further, many people would like to improve their
ability to listen and retain what they heard in social and personal
situations.
Listening effectiveness can include not only "paying attention,"
but also hearing, interpreting and truly understanding what is both
said and "meant" by the speaker. As similarly discussed above, this
may include "listening between the lines" and picking up subtle
meanings from what is being communicated, as well as being able to
"read" the expressions and body language, tonal expressions, and/or
style (e.g., verbal style, such as a style that indicates emotion,
such as anger, wistfulness, hesitancy, lack of self assurance,
etc., wherein the style can include frequent pauses, repeated
phrases, high volume, rapid speech, etc.) of the individual/group
who is being listened to, and reaching conclusions based upon some
or all of the foregoing. Problems in listening effectiveness can
also be reflected in a person's inability listen to what is being
communicated by another/others and then to quote and/or restate in
the person's own words what the person "believes" she or he
heard.
Certain embodiments train users in improving their listening and
general communication effectiveness, their ability to pay
attention, focus on certain words, read between the lines, their
emotional intelligence, as well as their ability to critically
analyze what has been said, to prioritize the importance of what
was said, to summarize what was said, and their observational
skills. Further, certain embodiments train users in effective note
taking. For example, by training users how to remember what was
said, prioritize what was said, and summarize what was said, users
can take more accurate, shorter notes. Thus, users will have more
time to pay attention to a speaker rather than becoming distracted
by the note taking process itself.
Certain embodiments enhance a trainee's ability to accurately
restate what has been said/meant, as such an ability will build
credibility and trust from the point of view of the "speaker" with
respect to the listener. In particular, the credibility and
trustworthiness of the listener will be enhanced, as the speaker
will have evidence (in the form of the listener's ability to
accurately restate what the speaker has said and meant) that the
speaker has "truly been heard".
Often when people state something, they are not communicating what
they really mean. If a person makes a statement, and that statement
is repeated back to them, the person would often realize that the
statement failed to communicate what was intended. Thus, by being
able to accurately restate what was literally said in a real world
environment (e.g., where the trainee is speaking with a real
customer and restating what the customer said), to the extent that
the trainee's restatement does not accurately reflect what the
speaker meant (even if the restatement does accurately reflect what
was literally said), the restatement still provides the
speaker/customer with the opportunity to "correct" or clarify their
prior statement as a result of hearing what they had said expressed
by another person.
The ability to enable the speaker to correct or clarify what was
said after hearing a restatement is particularly helpful in
ensuring that the listener does not reach incorrect conclusions
based on a misunderstanding of what the speaker said and/or
meant.
Further, in training a user to be able to accurately restate what
is heard, the user's ability to utilize their short term memory is
enhanced as is their ability to coordinate their short term memory
with their articulation of what they have recently heard. The
user's ability to restate facts, names (e.g., of people introduced
at a meeting or dinner party), and other information is thereby
significantly increased.
Thus, rather than merely telling people, such as employees,
children, spouses, teachers, an interactive training system teaches
users how to listen. Example applications include but are not
limited to the following:
Business situations (e.g., business person listening to
customer);
Social situations;
Parents listening to children;
Children listening to children;
Spouse listening to spouse;
Teacher listening to children;
Child listening to teacher;
Other social, business, education situations.
The communication comprehension techniques, processes and systems
described herein can be used to teach "street smarts". For example,
a user can be trained to help a minor identify (e.g., from
information that can be inferred from the content of a speakers
communication, the speaker's tone, verbal style, body language,
etc.) and avoid or neutralize a coercive situation regarding, by
way of example, drugs, sex, skipping homework, illegal activities,
gangs, etc.
Users can be similarly trained to be aware of what causes
arguments, hostile debates, escalation into violence, etc.,
identify when a situation is tending toward one or more of the
foregoing, and to neutralize or avoid such escalation. By way of
further example, users can be trained to more effectively negotiate
by identifying clues provided by a negotiating partner indicating
how the partner truly feels about a current offer, whether the
partner is frustrated, impatient, pleased, etc. By way of yet
further example, users can be trained to mediate or perform
conflict resolution between two or more people.
The training can include "challenging" a user after viewing at
least a portion of a training segment regarding the contents of the
training segment. By way of example, a challenge includes one or
more of the following queries:
direct questions;
a request that the user summarize what was said or specified
portions thereof,
a request that the user paraphrase/restate what was said or
specified portion thereof,
a request that the user identify and/or prioritize what was the
most important and/or least important communication(s) uttered by a
training character, and provide as explanation as to why it is the
most/least important, what evidence supports the conclusion (e.g.,
both in terms of words and verbal style) regarding the importance
level;
describe that the user thought of the style and/or word choice of
the speaker;
explain what the speaker meant, even it not directly expressed;
explain what led the user to the conclusion regarding what was
meant (e.g., in terms of what the speaker said, the speaker's tone,
the speaker's body language), etc. Example embodiments of a
listening comprehension system will now be described in greater
detail. The example system will enhance the trainee's ability to:
listen for and repeat back literal facts and information (e.g.,
names, numbers, directions, dates, financial amounts, future plans,
historical information, etc.), optionally in their own words (e.g.,
paraphrasing); and/or listen for what is meant (if not literally
stated) and to "listen (read) between the lines", in order to
enhance the trainees ability to gain a true understanding of what
the speaker meant.
As similarly discussed above with respect to other example
processes, a scenario can include a single participant (e.g.,
speaking in a monologue directly to the learner) or can include
several participants conversing (e.g., in a social setting, such as
at a party or dinner, at a business meeting, etc.). For example, a
participant can be or play the part of a manager, a subordinate, a
fellow employee, a customer, a prospective customer, a family
member, a teacher, a student, a doctor, a patient, a neighbor, a
friend, an acquaintance, etc. A scenario can include one or more
avatars/animated figures, video footage of a real person, and/or
can include an audio track without a video/animation. Optionally, a
pre-study session (e.g., directed to key elements), such as
discussed above, is not provided.
In an example embodiment, after a scenario/communication ends, the
learner is asked to verbally state what the learner heard. For
example, the learner may be asked (e.g., via a prompt provided by
the system verbally and/or via a screen display, by a facilitator,
via a printed handout/book, or otherwise) to verbally (and/or in
writing) state what the learner believes are the key points (the
more significant facts, information, etc.) expressed by the
speaker(s). In addition or instead, the learner may be asked to
restate/paraphrase/quote what was said in the conversation.
Optionally, the learner is asked to state the names of the
participants mentioned during the scenario and/or other specific
factual information stated during the conversation (e.g., phone
numbers, dates, etc.).
After the listener restates, paraphrases, and/or quotes what was
said, some or all of the scenario/conversation that corresponds to
what the listener is restating/paraphrasing/quoting can be replayed
(e.g., in response to facilitator and or learner instruction). This
enables the listener to hear/see how correct or incorrect the
restatement/paraphrase/quote was. Further, the replay enables the
facilitator to discuss the listener's performance. Similarly, if
the listener has stated the names of scenario participants, the
system can display images/animations/videos of the participants
stating their name (or other facts) and/or with the participants'
name displayed to the listener.
As similarly discussed above with respect to other training
processes (some or all of which may be combined herewith), the
correct answers-key points are pre-programmed, stored in memory,
and displayed via a terminal to the facilitator for
scoring/discussion so that the facilitator does not simply provide
subjective scoring and optionally does not need to be previously
trained in order to score the listener. Optionally, the
facilitator/scorer can immediately provide the listener with
scoring information and let the learner know how well they have
done.
By way of illustration, optionally for a given
restated/quoted/paraphrased statement by the learner, the
facilitator/scorer asks the learner what was actually "meant" by
the speaker (e.g., based on the choice of words, verbal style
(which may indicate that the speaker means the opposite of the
literal language), vocal inflections, vocal amplitude, use of
sarcasm, enthusiasm, exaggeration, etc.). The facilitator can
compare the learner's response with pre-programmed answers stored
on the system and displayed to the facilitator. The facilitator can
then score the learner's response based on how closely the learner
matched the pre-programmed answers.
Optionally, the facilitator/scorer then asks the learner to state
(e.g., to verbally state) the order of importance of what they have
heard from one or more scenario participants. The
facilitator/learner can then score the learner's ordering based on
pre-programmed answers as similarly described above. Optionally,
the facilitator/scorer then asks the learner to justify/explain
this order of importance. The facilitator/learner can then score
the learner's explanation based on pre-programmed answers as
similarly described above.
Optionally, in order to emulate more closely real world conditions,
a scenario is presented in relative short segments (e.g., 10
seconds to 1 minute), that are complete in and of themselves, and
the learner is queried as similarly described above after a given
segment. Optionally, in order to gradually increase a trainee's
retention capabilities, the length of the scenarios presented to
the trainee are gradually increased, wherein the trainee is
queried/tested after a given segment.
For example, optionally, initially, the scenarios presented to the
trainee are relatively short (e.g., 10 to 15 seconds, or 5 to 30
seconds, etc.) in length, as referred to as micro-scenarios, also
referred to as scenario snapshots. As the learner's brain is
"trained" to retain and/or better comprehend what is said during
training scenarios, increasingly longer scenarios (e.g., 15 seconds
to 1 minute, 30 seconds to 5 minutes, 5 minutes to 30 minutes,
etc.) are presented by the system to the trainee to increase
retention capabilities. Scored questions can involve asking the
learner to re-state what they heard, such as:
What was said during the conversation?
What were the key elements of the conversation?
What was important to the speaker?
What did they mean by what they were saying?
Why are they telling you this information?
What was the speaker's overall style?
Optionally, after a scenario is played, the user is queried with a
first set of questions as similarly discussed above, and then after
a delay, some or all of the first set of questions is repeated to
further test the trainee's retention. As similarly described above
with respect to shorter-term memory training, after the trainee
answers one or more questions regarding a scenario/segment some or
all of the scenario/conversation that corresponds to what the
listener is restating/paraphrasing/quoting/explaining can be
replayed. Similarly, if the trainee has stated the names of
scenario participants, the system can display
images/animations/videos of the participants stating their name
and/or with the participants' name displayed to the trainee.
Short drills can be provided periodically (e.g., approximately
every 15 seconds or other interval) during a scenario conversation,
wherein the trainee is asked to restate/paraphrase/quote and then
clarify what the trainees believed was "meant" by something said
during the scenario.
Optionally, a longer conversation is broken into shorter segments
which are then presented to the trainee, and the trainee is asked
to paraphrase/restate/quote after each segment. Optionally,
additional questions are provided to the trainee at the end of the
entire conversation to train the trainees and assess the trainee on
what they retain after several minutes or greater amounts of time
have passed.
Optionally, the trainee may take notes during a scenario for
reference while answering questions and/or to better retain what
heard. Thus, appropriate note-taking behavior will also be
mastered, as well as the ability to recall and restate without
notes.
Optionally, the trainee is only allowed or encouraged to take notes
during scenarios of situations where it would be appropriate to
take notes in the real world (e.g., business meetings, meetings
with clients, listening to a lecture, etc.) and not during
scenarios of situations where it would be inappropriate to take
notes in the real world (e.g., dinner parties or dates).
FIG. 4C illustrates another example process. In this example
process, the trainee is drilled so as to enhance the trainee's
ability to retain what was heard, to accurately
restate/paraphrase/quote what others say and mean, by playing a
scenario segment and asking the trainee certain types of
questions.
At state 402C, the trainer/facilitator and/or user/trainee logs
into the training system. At state 404C, a training module is
selected (e.g., by the facilitator, the trainee, or automatically
by the system). For example, the module can relate to a situation
the trainee may often encounter (e.g., a business or social
situation). At state 406C, training instructions are displayed by
the system to the facilitator and/or the trainee (e.g., explaining
what will be presented to the trainee, what the trainee will be
expected to do, how the trainee will be scored, etc.). Optionally,
a pre-study segment is provided including model answers that are
aligned to what the trainee is to be tested on.
At state 408C, a first module segment, including one or more
speakers, is displayed to the trainee. Optionally, the first
segment is relatively short in length. After the first segment is
played, at state 410C, the trainee is asked to verbally
paraphrase/quote what was said by one or more of the segment
speakers. At state 412C, the facilitator scores the trainee's
ability to paraphrase/quote what was said by referring to
preprogrammed answers displayed by the system. Optionally, the
facilitator verbally provides the score to the trainee
substantially immediately. Optionally, the facilitator also enters
the score into the training system, which stores the score in
memory for later reporting.
At state 414C, the trainee is asked to verbally identify/state key
or more important elements of what one or more of the speakers
said. The trainee may also be asked why the elements are important.
The trainee's answers should correspond with statements provided in
the pre-study segment. At state 416C, the facilitator scores the
trainee's ability to identify/state those elements by referring to
preprogrammed answers displayed by the system. Optionally, the
facilitator verbally provides the score to the trainee
substantially immediately. Optionally, buttons or other controls
are provided that when activated, cause the corresponding pre-study
segment portion to be played back. Optionally, the facilitator also
enters the score into the training system, which stores the score
in memory for later reporting.
At state 418C, the trainee is asked to verbally explain what one or
more of the speakers or other segment participants meant (e.g., by
reading between the lines, listening to tone, style, and/or by
reading speaker body language or facial expressions). At state
420C, the facilitator scores the trainee's ability to explain what
one or more of the speakers meant by referring to preprogrammed
answers displayed by the system. Optionally, the facilitator
verbally provides the score to the trainee substantially
immediately. Optionally, the facilitator also enters the score into
the training system, which stores the score in memory for later
reporting.
At state 422C, the trainee is asked to verbally explain what one or
more of the speakers is trying to impart. At state 424C, the
facilitator scores the trainee's ability to explain what one or
more of the speakers are trying to import by referring to
preprogrammed answers displayed by the system. Optionally, the
facilitator verbally provides the score to the trainee
substantially immediately. Optionally, the facilitator also enters
the score into the training system, which stores the score in
memory for later reporting.
At state 426C, the trainee is asked to verbally describe one or
more of the speakers' style. At state 428C, the facilitator scores
the trainee's ability to verbally describe the one or more of the
speakers' style by referring to preprogrammed answers displayed by
the system. Optionally, the facilitator verbally provides the score
to the trainee substantially immediately. Optionally, the
facilitator also enters the score into the training system, which
stores the score in memory for later reporting.
Optionally, the segment is replayed to the trainee so that the
trainee can better understand errors made by the trainee in
providing the answers/descriptions discussed above.
At state 430C, a determination is made as to whether the module has
been completed. If it has been completed, the process proceeds to
state 432C, and the system generates a test report, which may be
provided (electronically and/or via a hardcopy printout) to the
facilitator, the trainee, a manager, and/or other recipient. At
state 434C, the training ends or another module is selected.
If, at state 430C, a determination is made that the module has not
been completed, the next segment is selected (which is optionally
longer than the proceeding segment in order to further exercise the
trainee's memory and increase the ability to effectively listen to
longer conversations), and the process proceeds back to state
410C.
FIG. 4D illustrates example training processes for enhancing
listening mastery. The process begins at state 400D, and the
trainee and/or trainer log into the training system. At state 401D,
the system displays a welcome screen. The system receives a
selection of a training module from a menu of training modules. For
example, the different training modules may relate to different
subject matter. Optionally the system provides a description of the
corresponding training objectives (related to listening mastery)
and a description of the training module. A user interface is
displayed via which the trainee and/or trainer (which may be a
peer) optionally selects a peer type (where the learner and/or
partner indicates who their "learning partner" is for the
session--a peer, their supervisor, someone whose principal job
function is training, etc.).
At state 402D, a user interface is presented via which the
trainee/trainer can instruct the system to display a tutorial for
the learner/trainee. If an instruction is provided to launch the
learner tutorial, the process proceeds to state 404D and the
learner tutorial is launched and displayed by the system to the
trainee (e.g., explaining what will be presented to the trainee,
what the trainee will be expected to do, how the trainee will be
scored, etc.). Otherwise, the process proceeds to state 406D.
At state 406D, a user interface is presented via which the trainer
can instruct the system to display a tutorial for the trainer. If
an instruction is provided to launch the tutorial, the process
proceeds to state 408D and the trainer tutorial is launched (e.g.,
explaining what will be presented to the trainee, what the trainee
will be expected to do, and how the facilitator should score the
trainee, etc.). Otherwise, the process proceeds to state 410D.
At state 410D optionally a pre-study session is conducted, wherein
a variety of pre-study user interfaces are displayed. The pre-study
session can, for example, provide general information regarding
products or services that will be discussed during the training
scenario. The pre-study session optionally includes text, graphics,
videos, and/or animations. Optionally, the system is configured to
print some or all of the pre-study materials (automatically, or in
response to an instruction by the trainee and/or trainer) for
review by the trainee and/or trainer.
At state 412D, a user interface is presented via which the
trainer/trainee can instruct the system to play a selected entire
conversation (e.g., from a menu of conversations) or predefined
segments thereof. The user interface also provides a menu of
selectable challenge areas.
If an instruction is provided to play a selected conversation or a
segment thereof (e.g., a relatively short segment, such as one
approximately less than 30 seconds or 15 seconds in length, or
shorter or longer), then at state 414D, the selected conversation
or segment is played/displayed to the trainee (e.g., including
video, animation, audio, and/or text). The process then proceeds
back to state 412D, where another conversation can be selected.
If, at state 412D, a challenge area was selected, the process
proceeds to state 416D, where, optionally, a user interface
provides a replay of a selected scenario section and/or additional
information prior to presenting the challenge. By way of example, a
description may be provided explaining the context of the scenario
(e.g., a career counselor with be discussing career recommendations
with a student, or a bank customer is establishing a new account,
etc.). The information may be presented using text, graphics,
videos, and/or animations. Optionally, the system is configured to
print some or all of the content (automatically, or in response to
an instruction by the trainee and/or trainer) for review by the
trainee and/or trainer. At state 418D, a challenge is presented.
The trainee is asked (by the facilitator and/or the system) to
verbally state in a literal fashion, optionally using the third
person, what was said in a portion of the conversation by one or
more of the segment speakers. For example, the challenge may be a
direct question regarding what the speaker said (e.g., where does
he live, how many children does he have, what services or products
he is looking for, when did he move, etc.). Optionally, in addition
or instead, the trainee is instead or in addition asked to verbally
paraphrase/summarize what was said (e.g., using sentences), what
was meant, why the trainee thinks that is what was meant (e.g.,
provide evidence of what was meant), in words, sentences, etc.
Optionally, the system will ask a series of direct questions.
At state 420D, a scoring user interface is displayed. In this
example, the answer(s) (corresponding to the challenge) are
displayed with associated check boxes. The trainer checks off each
challenge the trainee correctly responded to, which are then stored
in computer readable memory.
At state 422D, a determination is made as to whether a follow-up
question it to be asked. For example, a follow-up question may
relate to identifying evidence that was presented during the
conversation (e.g., by one or more speaker's use of words and/or
verbal style) that supports the trainee's answer. If there are
follow-up questions, the process proceeds to state 424D, where the
follow-up questions are asked. At state 426D, a scoring user
interface is displayed. In this example, the answer(s)
(corresponding to the follow-up questions) are displayed with
associated check boxes. The trainer checks off each question the
trainee correctly responded to, which are then stored in computer
readable memory.
At state 428D, a determination is made as to whether there are
additional follow-up questions, and if so, the process proceeds
back to state 420D. Otherwise, the process proceeds to state 430D,
and a determination are made as to whether there are additional
challenges to navigate, and if so, the process proceeds back to
state 416D. Otherwise, the process proceeds to state 432D, and the
scores and/or a summary thereof (e.g., a grade score or overall
point score) are calculated and presented with respect to the
conversation or segment challenges presented during the process.
The process then proceeds back to state 412D. If, at state 412D a
determination is made that the challenges have been completed, a
"total score" user interface is presented. When activate, the
"total score" user interface causes the process to proceed to state
434D. At state 434D, the score total(s) and/or a summary thereof
(e.g., a grade score or overall point score) is calculated and
presented with respect to all of the segment challenges presented
during the process. At state 436D, the process ends.
The following is an example illustrative "script" of a listening
mastery module, including questions (e.g., direct questions
regarding information explicitly stated by a customer and questions
regarding meaning, paraphrasing, and conclusions with respect to
the customer's statements), for the trainee and answers which can
be used by the trainer in scoring the trainee:
Direct Questions Part 1
1. Listen to the Female Client Monologue:
Well, I'm moving here with my family. (normal)
I currently bank with ABC Bank back home in England. My entire
family has banked with ABC bank for decades, but it does not seem
like they are a big player here . . . (wistfully)
So I'm considering this bank. I'm also looking for office space
around this area . . . so this would be the most convenient branch
to do most of my banking with. (emphasize the convenience of the
bank location)
2. Answer these Questions:
a. What is the Prospect looking for?
Correct Answers: i) The prospect is looking for office space; ii)
The prospect is looking for a bank. b. Where is the prospect from?
Correct Answer: i) The prospect is from York c. How long has the
prospect's family banked with ABC Bank? Correct Answer: i) The
prospect's family has been banking with ABC Bank for decades. d.
Why is the prospect considering the bank she is conversing with?
Correct Answer: i) The prospect is considering this bank because it
is convenient, B. Direct Questions Part 2 3. Listen to the Female
Client Monologue: Our home will be in the King's Way area. We just
put in an offer on a house there. We fell in love with it
immediately. It's a gorgeous area. My daughter and I are moving out
here because of my husband's travel business. His business has
found room to expand in the London area, so we're all following
him. For me . . . it won't make a difference as far as my company
is concerned. (sounds insecure) My business is pretty virtual. I
have four designers working for me back in Northeast England, up in
York, so I can work from anywhere. Our specialty is layout design
and fixturing. My clients are Marks and Spencer, Sainsbury, and so
on. We look at our retail customers' buying patterns and then try
to help them adapt to their trends. I have noticed that the trends
in King's way and this area of the country are different than in
Northeast England. Maybe it's the difference in climate. (sounds
concerned) 4. Answer the Following Questions: a. What is the
prospect's husband's business? Correct Answer: i) The prospect's
husband is in the travel business. b. Why are the prospect and her
family moving to London? Correct Answer: i) The prospect's business
is expanding c. What is the prospect's specialty? Correct Answer:
i) the prospect's specialty is layout design and fixturing d. Where
can the prospect work and why? Correct Answers: i) the prospect can
work anywhere ii) The prospect's business is virtual e. Who are the
prospect's clients? Correct Answer: i) The prospect's clients
include Marks and Spencer, Sainsbury, and others f. Specifically,
what does the prospect's company do? Correct Answer: i) The
prospect's company looks at retail customer's buying patterns and
helps its clients adapt accordingly g. What has the prospect and
her husband done with respect to their move? Correct Answer: i)
They have put an offer on a house in King's Way h. Where are the
prospect's employees located? Correct Answer: i) The prospect's
employees are in the Northeast. C. Direct Questions Part 3 5.
Listen to the Female Client Monologue: I've looked at several banks
today. I noticed your bank has the most branches around. I also
noticed that you offer a 4 percent interest bearing current
account. That's pretty good for a current account. (sounds a little
too casual--downplay this) I wouldn't mind opening that up today;
can I do that over the phone? 6. Answer the Following Questions: a.
What is the prospect's objective with respect to this bank? Correct
Answer: i) The prospect is attempting to open a current account D.
Meaning, Paraphrasing, and Conclusion Questions 7. Listen to the
Female Client Monologue: I currently bank with ABC Bank back home
in England. My entire family has banked with ABC bank for decades,
but it does not seem like they are a big player here . . . . So I'm
considering this bank. 8. Answer the Following Questions: a. What
do you think she meant? Correct Answer: i) the prospect is
expressing loyalty to ABC Bank; ii) The prospects wishes ABC Bank
had branches in this area b. What led you to believe that the
prospect was expressing loyalty? Correct Answers: i) Words: "Our
entire family has banked with ABC Bank for decades; ii) Verbal
Style: the prospect sounded wistful c. What led you to the
conclusion in a-ii? Words: but it does not seem like they are a big
player here 9. Listen to the Female Client Monologue: We look at
our retail customers' buying patterns and then try to help them
adapt to their trends. I have noticed that the trends in King's way
and this area of the country are different than in Northeast
England. Maybe it's the difference in climate. 10. Answer the
Following Questions: a. What do you think the prospect meant?
Correct Answer: i) The prospect does not have expertise in this
area of the country; initially, she it not quite sure she will be
effective in the London marketplace. b. What led you to your
conclusion? Correct Answer: i) Words: I have noticed that the
trends in King's way and this area of the country are different
than in Northeast England. Maybe it's the difference in climate.
Verbal style: the prospect sounded concerned. 11. Answer the
Following Question: Based upon information from the entire
conversation, paraphrase/restate in the first person the three
reasons why she is considering opening an account at this bank and
at this branch. Correct Answer: i) You said this would be the most
convenient branch to do the majority of your banking; you noticed
that this branch had the most branches in the area; you liked the
4% interest bearing checking account. 12. Answer the Following
Questions: a. Based on the paraphrased responses, which of these is
least important to the prospect? Correct Answer: i) Least
important: 4% interest bearing current account b. What led you to
this conclusion? Correct Answer: i) Words: she said 4% was Ok for a
current account; ii) Verbal style: de-emphasized the current
account; iii) Verbal style: Emphasized the convenience of the
branch location.
Optionally, a series of listening modules may be assembled into a
specific set of concentration. As a trainee completes the set with
no errors, and can verbally respond correctly to each and every
challenge presented in the set, the system will generate a
"certificate of mastery" (e.g., an indication stored in a database
and/or a printed certification) for the area of concentration. The
trainee can be designated a Listening Master (or other such title,
such performance master, opportunity master, product master, etc.)
in that discipline or area and optionally may act as a trainer in
that area to others.
Thus, certain embodiments described herein can be used to teach
people to enhance their performance with respect to a variety of
skills by enhancing their listening comprehension, learning
comprehension and/or memory retention of what is heard and meant,
as well as how to utilize the information thus obtained.
Certain embodiments further enhance a user's communications
abilities with respect general speaking, public speaking, debating,
convincing, persuading and other proactive verbalizations.
Embodiments described herein are used to enable and/or train users
to recognize correct and incorrect verbal communication techniques
of others (e.g., in word choice, style, etc.) and related visual
issues, to thereby improve their own communication techniques and
reduce/eliminate similar errors.
Certain embodiments have a segment presented with one or more
speakers, and the user is asked to identify and/or explain what
worked or did not work with respect to how a speaker communicated,
correct and incorrect techniques and/or styles of one or more
speakers, why it is important to change a technique or style, how a
verbal communication should have properly been performed, etc.
Certain example embodiments sequentially present at least two
versions of the same communication, also referred to as parallel
avatar processes. By way of example, the system can present (in two
or more segment presentations) one or more speakers (which can be
real people, human actors, or animated characters/avatars)
expressing the same literal information using the same words but
with different tones, body language, clothing and/or hair styling.
This enables the user to judge the affect verbal tone, body
language, clothing and/or hair styling can have on a speaker's
verbal communications with a listener. Optionally, the system can
present two presentations where the same speaker uses different
words, but with the same appearance and verbal style so that the
user can judge the effect of words, without being influenced by
differences the speaker's appearance or verbal style. Optionally,
the system can present two presentations where two different
speakers are communicating the same information using different
words, with different appearances and/or verbal styles. Further, by
observing the speaker (e.g., the speaker's body language, clothing,
hair), and the effect the speaker's body language, clothing, hair,
etc. can have on a listener and on what is communicated to the
listener, the user's observational skills are trained and enhanced.
By way of further example, multiple presentations with speakers
having different appearances can also be used to train and enhance
the user's observational skills.
The user may be asked to identify and/or explain what worked or did
not work with respect to how a speaker communicated, correct and
incorrect techniques and/or styles of one or more speakers, why it
is important to change a technique or style, how a verbal
communication should have properly been performed, etc. The user
may be asked to contrast the versions, and to identify explain why
the tone, body language, clothing and/or hair styling of one
speaker was more effective in communicating the same information
than that of the other speaker.
In addition or instead, the system can present (in two or more
segment presentations) a speaker (or speakers) having in each
segment the same tone, body language, clothing and/or hair styling,
expressing the same literal content, but using different words.
This enables the user to judge the effect word choice can have on a
speaker's verbal communications with a listener. As similarly
described above, the user may be asked to identify and/or explain
what worked or did not work with respect to how a speaker
communicated, correct and incorrect word choices/techniques of one
or more speakers, why it is important to change a word choice, how
a verbal communication should have properly been performed, etc.
The user may be asked to contrast the versions, and to identify
explain why the word choice of one speaker was more effective in
communicating the same information than that of the other
speaker.
An example process for enhancing expressive communication will now
be explained in greater detail by way of illustration and not
limitation.
A pre-study session concerning key or important elements of
verbally expressive communication is optionally provided. Typical
communication problems are identified, such as poorly organized
communications, confusing priorities, inappropriate redundancies,
contradicting statements, flip-flopping (changing of positions),
hesitations and style (mumbling, aggressive tone, insincere tone,
flippant tone, sarcastic tone, dismissive tone, etc.) that can
adversely affect a listener's confidence in the speaker, general
style issues, etc. The pre-study session may be aligned with the
training and testing to follow. Guideline/example language may be
provided that is to be used in appropriate situations. For example,
examples of certain types of greetings, certain types of
information gathering questions, certain types of product or
service descriptions may be provided.
One or more scenarios (which may be short or long in length) using
one or more speaking human/avatar participants. The subject matter
may or may not be of specific relevance to the user. For example,
the subject matter and the speaker may be related to a person's
employment (e.g., the speaker may be a bank representative and the
subject may be financial services) so as to be relevant to user's
everyday tasks, or the subject matter may be unrelated to the
user's employment so that the user can focus on style, body
language, word choice, and so on, without being distracted by the
subject matter itself or worrying about the need to repeat the
subject matter.
The user may optionally be challenged/queried and asked to verbally
provide some or all of the following: identification of correct
technique implementations in conversations (e.g., techniques that
enhanced the persuasiveness of the verbal communication);
identification of technique errors in conversations; identification
of why it is important or critical to correct the errors; guideline
language error-corrections; identification of correct style
implementations; identification of incorrect style implementations;
identification of appearance and/or grooming issues that detract
from the verbal communication persuasiveness (e.g., clothing, hair
style, makeup, jewelry, glass style, etc.); identification of
appearance and/or grooming issues that enhance the verbal
communication persuasiveness; an explanation as to whether or not
the communication was persuasive, effective, and/or clear as a
whole, and whether the user would have been influenced by the
communication and how.
The user's responses are optionally recorded (e.g., using voice
recording, text to speech, or by manually transcribing the response
(e.g., by typing it in via a keyboard)) and storing the responses
in computer memory and/or on paper). A trainer, peer, and/or the
user may then visually reference correct answers (e.g., stored on
and presented by the training system), the user's response, and
proceed to score/grade the user. The score/grade can then be stored
in computer memory and/or elsewhere and provided to the user or
other appropriate person.
An embodiment utilizing different forms of communicating the same
main substantive content, so that the user can compare and contrast
the different forms of communication and their impact, will now be
described. The communications may be in the form of product and/or
service presentations, or may be related to other subject
matter.
In an example process, the same person/avatar is used in two (or
more) different pre-recorded presentations to communicate certain
information. The use of the same person/avatar in the two (or more)
presentations can be used to eliminate variables that may cause the
user to judge the communication based on the physical appearance of
the speaker.
The presentations can be purpose-scripted and built for training or
can be actual speeches (or portions thereof) or other
verbalizations of public figures, politicians, military leaders,
academics, debaters, well known speakers, etc.
Optionally, in each of the two presentations, the same speaker uses
the same words (also referred to herein as the same script even if
not originally scripted) with different styles (e.g., confident,
hesitant, fast talker, deliberate/slow speaker), so that the user
can focus on the differences in verbal style used in the
communication. For example, a confident speaker tends not to use
non-words of hesitation (such as "uh" or "um") and tends not to
continuously pause (e.g., does not pause for 1 or 2 seconds in the
middle of a sentence) while searching for a word to use. Thus, for
example, a confidant speaker may use non-words of hesitation less
than a certain about of times per a given time period (e.g., on the
average, less than once every 30 seconds, less than once a minute,
less than once every two minutes, etc.). A hesitant speaker, by
contrast will tend to often use non-words (e.g., on the average,
more than once every 30 seconds, minute, or other specified time
period), and will often pause in the middle of a sentence (e.g. for
a second or two, on the average, less than once every 30 seconds,
less than once a minute), while searching for a word. Hesitant
speakers often tend to mumble, fidget, and/or repeat
themselves.
For example, two "speeches" (e.g., 30 seconds or other length) are
delivered by the same speaker. The user is then challenged
regarding the impact of the two versions, the specifics of why the
impact was different, and how the less effective communicator could
correct their verbal communication style. Optionally, the user is
questioned after each of the two speeches regarding each speech in
isolation, as similarly described above, rather than just by
contrasting the two speeches. The user is optionally asked to
identify and/or explain what worked or did not work with respect to
how a speaker communicated, correct and incorrect word
choices/techniques of one or more speakers, why it is important to
change a word choice, how a verbal communication should have
properly been performed, etc.
The user can then be scored using one or more of the scoring
processes discussed above.
In addition or instead, an example process is used, wherein the
same person/avatar (also referred to as the speaker) is used in two
(or more) different pre-recorded presentations to communicate
certain information. The speaker uses the same verbal tone and
style in each presentation, but uses different words to express the
same information. The use of the same person/avatar in the two (or
more) presentations using the same style and tone can be used to
eliminate variables that may cause the user to judge the
communication based on physical appearance and tone, and allows the
user to focus on the effect of word choices. As similarly described
above, the presentations can be purpose-scripted and built for
training or can be actual speeches.
For example, two "speeches" (e.g., 30 seconds or other length) are
delivered by the same speaker using the same style and tone but
different words. The user is then challenged regarding the impact
of the two versions, the specifics of why the impact was different,
and how the less effective communicator could correct their word
choices. The user can be asked to identify confusing words and
phrases, words that minimize or enhance the important of certain
subject matter inappropriately, words that enhance or detract from
the trustworthiness of what is said (e.g., evasive words, ambiguous
words, etc.), poorly organized communications, confusing
priorities, inappropriate redundancies, and so on.
The user can then be scored using one or more of the scoring
processes discussed above.
In addition or instead, an example process is used similar to those
discussed above, wherein the same person/avatar (also referred to
as the speaker) is used in two (or more) different pre-recorded
presentations to communicate certain information, but there are
changes in both words and style/tone, even though substantially the
same main content is being verbally provided. The user can be
questioned as similarly discussed above with respect to word
choices and style, and how the forging affect the clarity and
impact of the presentation. The user can then be scored using one
or more of the scoring processes discussed above.
In other embodiments two or more presentations can be provided,
wherein one or more of the following elements can be held constant,
and one or more elements can be varied.
Words
Verbal style and tone
Body language (hunched over, standing straight, standing/sitting,
fidgeting, hands on table, hands in lap, hands clasped together,
shrugs, eyes directed to listener, eyes averted or darting,
standing in one place, moving around, shuffling feet, etc.)
Hair cut (e.g., long/short/traditional/out of the mainstream)
Hair coloring (natural looking, unnatural color, uneven dye,
red/black/brown/purple, etc.)
Glasses (presence/absence/style)
Clothing (e.g., formality of clothing
(tie/jacket/suit/sweatshirt/t-shirt/skirt/dress/pant suit, out of
the mainstream etc.), color of clothing, condition of clothing
(presses/rumpled/ragged/etc.))
Jewelry (e.g., ring/necklace/ankle bracelet/earrings/nose ring/use
of studs/use of body piercings)
Tattoos
Accents
This enables the training process to isolate one or more speaker
characteristics to that a user can focus on the affects of those
characteristics and be questioned regarding the impact of the one
or more changed element, and scored as similarly discussed
above.
For example, in order to demonstrate the effect speaker clothing
can have on a listener, all the foregoing elements may be held
constant in two different presentations, except the clothing can be
altered, where in the first presentation the speaker is dressed
formally (e.g., wearing a suit), and in the second presentation the
speaker is dressed informally (e.g., wearing a colored t-shirt and
jeans). The user can then be questioned as to the effect the
clothing change had on the impact or trustworthiness of the
speaker's communication, as similarly described above.
Optionally, different people (real or in the form of avatars)
speaking on the same or different subjects using the same or
different language and/or styles are presented. The user is asked
to compare and/or contrast the styles, language, and/or the
resultant effect of the different speakers.
Optionally, a user interface is provided via which the user and/or
trainer can specify which element is to be held constant, which
element is to be changed, and how. For example, a menu of different
people/avatars. appearance elements (e.g., hair styles, makeup,
glasses, shirt, top, pants, skirt, dress, shoes, jewelry, etc.),
speaking styles (e.g., confident, aggressive, low key, quiet,
etc.), body language style (rigid, hunched, loose, etc.), and/or
scripts are optionally presented to the user, trainer,
administrator and/or other entity via which the elements to be used
in different presentation versions can be defined. Thus, one or
more of people, appearance, speaking styles, and scripts can be
varied from presentation to presentations.
Referring now to FIG. 4E, At state 402E, the trainer/facilitator
and/or user/trainee logs into the training system. At state 404E, a
training module is selected (e.g., by the facilitator, the trainee,
or automatically by the system). For example, the module can relate
to a situation the trainee may often encounter (e.g., a business or
social situation). At state 406E, training instructions are
displayed by the system to the facilitator and/or the trainee
(e.g., explaining what will be presented to the trainee, what the
trainee will be expected to do, how the trainee will be scored,
etc.). Optionally, a pre-study segment is provided including model
answers that are aligned to what the trainee is to be tested
on.
At state 408E, a first version of module segment, including one or
more speakers, is displayed to the trainee. Optionally, the first
segment is relatively short in length. At state 410E, the trainee
is optionally asked to verbally perform some or all of the
following and/or additional or different acts: identify correct
technique implementations in conversations (e.g., techniques that
enhanced the persuasiveness of the verbal communication); identify
technique errors in conversations; identify why it is important or
critical to correct the errors; provide guideline language
error-corrections; identify correct style implementations; identify
incorrect style implementations; identify appearance and/or
grooming issues that detract from the verbal communication
persuasiveness (e.g., clothing, hair style, makeup, jewelry, glass
style, etc.); identify appearance and/or grooming issues that
enhance the verbal communication persuasiveness; explain whether or
not the communication was persuasive, effective, and/or clear as a
whole, and whether the user would have been influenced by the
communication and how.
At state 412E, the trainee's answers are received and scored, with
the score being stored in system memory.
At state 414E, optionally a second version of module segment is
displayed to the trainee. At least one element is the same as in
the first version (e.g., script, verbal style, clothing etc.) and
at least one element is changed (e.g., script, verbal style,
clothing etc.). The changed element(s) are optionally selected so
that the trainee can better understand the effect those element(s)
can have on a listener's perception of the speaker and what the
speaker is communicating. At state 416E, the trainee is optionally
asked one or more questions as similarly described above with
respect to state 410E.
At state 418E, the trainee's answers are received and scored, with
the score being stored in system memory.
At state 420E, the trainee is optionally asked to verbally compare
and contrast the two versions. For example, the trainee may be
asked regarding the impact of the communications being provided in
the two versions, the specifics of why the impact was different,
and how the less effective communicator could improve their
performance, etc. At state 422E, the trainee's answers are received
and scored, with the score being stored in system memory.
At state 424E, the process ends, or optionally the process can
return to state 408E, and optionally at least one elements is held
constant and at least one element is changed.
Thus, with respect to the example embodiments described above,
certain preferred embodiments provide for verbal questions and
verbal, free form answers. Thus, real-world interactions are more
closely emulated (as compared to simple multiple choice/true-false
testing), thereby enabling a user to better transfer learned skills
to a real world environment, where the trainee interacts with
people in a verbal, free form environment.
Still further, certain example preferred embodiments utilize a
facilitator who can provide immediate feedback to the trainee.
Optionally, the training system provides the facilitator with
preprogrammed answers so that the facilitator can be relatively
untrained. The presence of a human facilitator can provide positive
emotional tension for the trainee, which can further enhance the
retention of skills. Certain embodiments enhance listening
comprehension.
Certain embodiments of the systems and processes disclosed herein
address the problem of the inability of individuals to convert data
into proper solutions/recommendations/sales, etc.
By way of explanation, individuals and/or organizations may be able
to gather data, but unless they convert this data into practical
outcomes, it is merely information for information's sake without a
practical result. The presumption that if people acquire data, they
will know what to do with that data is typically erroneous.
Furthermore, digitalized data has the capacity to be data mined so
that automated recommendations can be made through various
technologies. Unfortunately, data that is acquired verbally does
not usually become digitalized so that it can be automatically
"converted" into recommended outcomes/solutions. Additionally, even
if it was, individuals and/or organizations often do not have this
technology readily available, especially in venues where technology
is not present.
Therefore, it is necessary for individuals to be able to convert
data that they acquire verbally into proper
recommendations/solutions. Furthermore, this also applies to data
that is in written and/or digital and/or video/audiotape form, and
for that matter, other forms that is presented to an individual who
is supposed to convert this information to actionable ideas.
In fields such as financial services, most individuals, and
especially part-time individuals, and/or in organizations with high
turnover, there is an exposure to "symptoms" (e.g., data regarding
a customer/prospect), but little time is spent on learning, and
especially embedding, diagnosis and/or treatment recommendations.
Also, conventionally there is not a mechanism for consistent
repetition, drilling and reinforcement of symptom identification,
proper diagnosis and treatment recommendations.
While financial planning software does exist, it is rarely used
with respect to verbal interactions (e.g., with a
customer/prospect) where new and/or additional information is
acquired from customers and/or prospects. Furthermore, with respect
to creating credibility in the eyes of a customer and/or prospect
with respect to the individual that they are dealing with, if that
individual cannot provide verbal responses, relatively rapidly and
logically, credibility falls, as will sales and brand perception
regarding the organization that that individual may be affiliated
with.
The same principle applies to non-business situations. For example,
it could apply to data/information that is gathered in consumer
situations, including those between spouses/significant others,
family members, etc., that require the individual(s) and/or groups
of individuals who are receiving the information to be able to know
what to do with the information.
Additionally, approaches are not currently available that provide a
systematic methodology for "if/then" knowledge acquisition and the
repetition and drilling of this knowledge, for embedding and
continuous improvement purposes as disclosed herein.
Furthermore, conventional systems do enable "modules" to be added
in this regard that are built based upon relevant current needs
and/or all needs, and that could be accessed rapidly in an
expandable learning management system database.
Also, when individuals know that they are not knowledgeable in
particular areas, not only will their confidence be reduced and
results of interactions be diminished, but their willingness to
engage in discussions where they "know that they don't know" will
also be reduced. For example, in business settings, individuals may
avoid engaging in discussions that could put them into
"intellectual harm's way" and thus reduce their capacity to sell,
service, etc. Additionally in this regard, if individuals lack
confidence and/or because they don't have the correct answers, the
turnover of these individuals in an organization is increased. The
opposite is also true. If these individuals feel confident because
they are competent and/or because they generate better results
because they know what to do with data, they are less likely to
quit within a particular job family. This also holds true in the
consumer marketplace and social situations where when people feel
less effective, they engage less frequently and/or disengage and/or
don't participate at all. This principle applies within the
educational marketplace as well.
Therefore, certain embodiments optionally provide an automated
"case history" approach to learning in this regard, including, but
is not limited to, some or all of the following:
1. The ability to code "data cases" in a format that is relevant to
the individual and/or user. For example, with respect to a bank, it
optionally provides a data screen field which would show what the
individual currently has with respect to financial products and
services at the bank, and also screens that display additional
information gathered and verbally reported in a format that
reflects information that may or may not be available on the bank's
database. This additional information can be, but is not limited
to, customer/prospect needs and products and services they have at
other financial institutions. Optionally, the data screens can be
actual or emulated data screens corresponding to applications
actually used when dealing with a customer (e.g., CRM data screens,
account data screens, etc.).
2. The ability for learners to access this data and optionally
print out this data, which represents the information upon which
they will have to identify needs, produce recommendations and/or
solutions.
3. This data is optionally segmented into mini and/or micro
categories for focus and time management reasons. Thus, the user
and/or organization can optionally select full cases or
sub-sections of importance.
4. Once the user has reviewed the case information, they then
proceed to the recommendations section where they are to answer
questions based upon the case information.
As similarly discussed above with respect to certain embodiments,
the user's responses are verbal, and these verbal responses are
made prior to the users being exposed to the corresponding answers.
Thus, again, it is based upon unprompted real knowledge acquisition
versus the significantly less effective approach of prompted
multiple choice and/or true-false answering.
5. Optionally, the user is to answer questions in several
categories, including some or all of the following or different
categories: i. To identify stated and unstated needs,
opportunities, challenges, problems, etc., embedded in the case
data. Thus, users need to learn to not only identify obvious needs,
opportunities, challenges, problems, etc., but to also identify
those that are not clear, subtle and/or optionally those that they
anticipate may occur in the future, but are not directly stated in
the case data. ii. For each identification of the above, the
trainee is then queried on the proper recommendations, solutions,
etc. iii. Thereafter, the trainee is asked to justify the
recommendations, solutions, etc., that they provided based at least
in part on case data. This third question category assures that the
users are not merely guessing, but instead that they grasp the
rationale for their answers. By undergoing such training, the
skills learned will not only provide trainees with a greater sense
of confidence, but by communicating this confidence via verbal
answers, their credibility will be enhanced and the odds of
individuals listening to the recommendations, et al., and the
credibility for these recommendations, et al, will be significantly
enhanced.
6. As similarly discussed elsewhere herein, users are optionally
scored and/or micro scored in each category in which they are
tested, and a final score is provided at the end of the module.
7. Additionally, the automated "case history" process optionally
incorporates some or all of the other aspects of other embodiments
described herein.
Thus, as will be described with reference to the figures,
previously captured data, (e.g., including data obtained
electronically by monitoring transactions associated with a
customer and stored in a database, and verbal data obtained via a
conversation with a customer, or a simulation of the foregoing)
will be presented to the trainee. This simulates a real world
environment where a customer service person (e.g., a banker), after
meeting with a customer, reviews information obtain via a
conversation with the customer and further reviews other data
obtained from a database (e.g., a CRM or account database), in
order to determine what goods, services, solutions, etc., would be
appropriate to recommend to the customer. The foregoing example
will be in the context of a customer of a financial institution
(e.g., a bank), but other contexts can be used as well (e.g.,
medical, legal, education, family oriented contexts).
An initial display of assumptions may be presented to the trainee
which instructs the trainee regarding the training session and
informs the trainee what to expect. The case context is then
provided. For example, the case context may provide a general
description of the customer (e.g., a business of a certain size,
how long the customer has been a client) and a description of the
interaction with the customer (e.g., the stated interests or
desires of the customer).
Next, a data screen is presented that optionally simulates/mimics a
data screen of a CRM system or other system that the trainee uses
in performing such tasks in the "real world". The data screen may
provide such information as the customer name (which, if a
business, may be the business name), the business principals, the
type of business entity, date various accounts were opened, account
balances, etc. The data screen may include a plurality of data
fields (client name, checking account balance, savings account
balance, etc.), with corresponding data field names (e.g., "client
name", "checking account balance", "savings account balance",
and/or verbally reported data, etc.).
Next information gathered via a conversation with the client is
presented (or that mimics or simulates information gathered via a
conversation). Optionally, the presentation of such information can
be formatted so as to appear to be notes taken during the
conversation (e.g., handwritten or typed notes), rather than
presented via multiple pre-formatted data fields, wherein the data
is retrieved from corresponding database fields. For example, the
notes can be free form in nature, optionally with spelling errors,
optionally, using one or more complete and/or incomplete sentences,
and/or missing punctuation.
Such information can include additional information about the
customer business (e.g., the line of business, how long they have
been operating, their gross annual sales, their net income, their
outstanding accounts receivable, the number of full time and part
time employees, their management structure, information regarding
their capital and rented assets and real estate, etc.), their
future plans (e.g., planned purchases and/or rentals of real estate
(e.g., build a new office and warehouse space), vehicles (e.g.,
purchase 4 new trucks), real estate, etc.), etc. Other types of
information may relate to outstanding loan balances, lines of
credit, savings account balances, checking account balances,
investment account balances, retirement balances, insurance, use of
cash and tax management products or services, etc. The foregoing
information many relate to accounts at the trainee's place of
employment or at or at other institutions. Still other types of
information may relate to customer requests for advice, customer
satisfaction with respect to services/products currently being
utilized, and service needs. Similar information may be gathered
with respect to the personal financial and need information of the
person representing or acting as a customer agent. Optionally, the
trainee can print out some or all of the foregoing information for
reference during the question portion of the training.
Once the trainee has reviewed the information, the trainee (or
facilitator) may select a test field (e.g., financing, cash
management, investment and savings, retirement plans, insurance and
risk management, tax management, advice, personal needs, employee
services, service needs, educational needs, or other types of
information where needs are stated or can be inferred and
recommendations, actions, products, and/or services can be
identified that respond to such needs, etc.).
With respect to the selected the test field, the trainee will be
asked to verbalize stated and/or unstated needs of the customer
related to the selected field (e.g., if the selected field is
"financing" the trainee will be asked to verbalize and stated or
inferred financing need of the customer). The facilitator will then
score the trainee's answer. For example, a scoring form is
presented that lists the relevant opportunities and the facilitator
will check off (e.g., via a check field) the needs correctly
identified by the trainee (e.g., purchase four new trucks). The
trainee will then be asked to recommend a product or service that
fulfills one of the needs (e.g., vehicle term loan for new trucks).
The trainee will then be asked to explain why the recommendation is
appropriate for the customer (e.g., vehicle loans should be paid
over the expected life of the vehicles) and the facilitator will
provide an indication via a scoring form that displays the correct
answer as to whether the trainee provided a correct answer. The
foregoing process may be repeated for each identified need. Other
example needs and recommendations may relate to a need for
investments and a recommendation of a type of investment, a need
for a line of credit and a credit line recommendation, a need for a
free checking account and a checking account-type recommendation, a
need for a mortgage and a mortgage product recommendation, etc.
If the trainee failed to identify certain needs, the facilitator
may identify the missed needs to the trainee, who will then still
be asked to provide recommendations with respect to fulfilling the
needs, and to explain why the recommendations are appropriate.
Similarly, if the trainee failed to correctly provide a
recommendation, the facilitator may identify the missed
recommendation, and the trainee will be asked to explain why the
recommendations are appropriate
A scoring report is generated that reports how many stated needs
the trainee correctly identified, how many unstated needs the
trainee correctly identified, how many appropriate associated
product/service/solution/recommendation the trainee identified, how
many appropriate recommendations explanations the trainee provided,
how many times the trainee identified appropriate advice to provide
the customer.
FIG. 4N illustrates an example processing using a case history
approach. The process begins at state 400N, and the trainee and/or
trainer log into the training system. At state 402N, the system
displays a welcome screen. The system receives a selection of a
training module from a menu of training modules. For example, the
different training modules may relate to different subject matter.
Optionally the system provides a description of the corresponding
training objectives and a description of the training module. A
user interface is displayed via which the trainee and/or trainer
(which may be a peer) optionally selects a peer type (where the
learner and/or partner indicates who their "learning partner" is
for the session--a peer, their supervisor, someone whose principal
job function is training, etc.).
At state 404N, a user interface is presented via which the
trainee/trainer can instruct the system to display a tutorial for
the learner/trainee. If an instruction is provided to launch the
learner tutorial, the process proceeds to state 406N and the
learner tutorial is launched and displayed by the system to the
trainee (e.g., explaining what will be presented to the trainee,
what the trainee will be expected to do, how the trainee will be
scored, etc.). Otherwise, the process proceeds to state 408N.
At state 408N, a user interface is presented via which the trainer
can instruct the system to display a tutorial for the trainer. If
an instruction is provided to launch the tutorial, the process
proceeds to state 410N and the trainer tutorial is launched (e.g.,
explaining what will be presented to the trainee, what the trainee
will be expected to do, and how the facilitator should score the
trainee, etc.). Otherwise, the process proceeds to state 412N.
At state 412N a case history is presented. For example, the case
history can present the context or background regarding the
scenario about to be presented and/or information regarding one or
more scenario participants. For example, if the interaction relates
to a customer looking for a new car and a sales person, the case
history may provide information regarding the customer's current
car, driving habits, credit rating, etc.
At state 414N, a user interface is presented via which the
trainer/trainee can instruct the system to play a selected entire
presentation (e.g., from a menu of presentations) or predefined
segments thereof. The user interface also provides a menu of
selectable challenge areas.
If an instruction is provided to play a selected presentation or a
segment thereof (e.g., a relatively short segment, such as one
approximately less than 30 seconds or 15 seconds in length, or
shorter or longer), then at state 416N, the selected presentation
or segment is displayed/played to the trainee (e.g., including
video, animation, audio, and/or text). The trainee is instructed to
verbally state needs identified in a specific area based on the
presentation.
At state 418N, a scoring user interface is displayed. In this
example, the answers (corresponding to the needs that were
indicated in the scenario presentation) are displayed with
associated check boxes. The trainer checks off each need the
trainee correctly identified, which are then stored in computer
readable memory.
At state 420N the trainee is challenged to verbally identify
recommendations for a need identified based on the presentation. At
state 422N, a scoring user interface is displayed. In this example,
the answers (corresponding to appropriate recommendations that for
identified needs) are displayed with associated check boxes. The
trainer checks off each recommendation the trainee correctly
identified, which are then stored in computer readable memory.
At state 426N the trainee is challenged to verbally
explain/justify/provide reasons for the recommendations. At state
428N, a scoring user interface is displayed. In this example, the
answers (corresponding to appropriate reasons for providing the
recommendations) are displayed with associated check boxes. The
trainer checks off each reason the trainee correctly identified,
which are then stored in computer readable memory.
At state 430N, a determination is made as to whether there are
additional recommendations to navigate. If there are, the process
proceeds back to state 422N, otherwise the process proceeds to
state 432N. At state 432N a determination is made as to whether
there are additional needs to navigate. If there are, the process
proceeds back to state 418N, otherwise the process proceeds to
state 434N.
At state 434N, a determination is made as to whether there are
additional challenges and/or segments to perform. If there are, the
process proceeds back to state 414N, otherwise the process proceeds
to state 436N. At state 436N, scores are calculated for the
completed areas, and reported to the trainee, and the trainer
discusses the scores and the trainee's strengths and weakness in
responding to the various challenges with the trainee.
If at state 414 a determination is made that the trainee has
completed the training in the areas to be covered in the training
session, the process proceeds to state 438N. At state 438N, a total
score is calculated and reported to the trainee, and the trainer
discusses the scores and the trainee's strengths and weakness in
responding to the various challenges with the trainee.
As discussed elsewhere herein, optionally, a customer/user can
develop and add their own content to a training system and/or used
preprogrammed content provided by another provider (e.g.,
customized or generic content).
Optionally, different aspects of the scenario are scripted using a
generic or preprogrammed script (e.g., that can be used by
different clients in a particular field) and/or a customized script
(e.g., customized for a particular client using that client's
nomenclature and process flows). A library of avatars may be
selected by a user or administrator to "play" different parts in
the scenario. For example, a list of titles associated with
scenario may be presented (e.g., banker, customer; sales person,
prospect; doctor, patient, wife, husband; manager, subordinate,
etc.). In addition, a menu of avatars can be presented (e.g., of
different genders, ages, ethnicities, clothing styles, etc.). A
user can click on a participant title and on an avatar, and a
scenario will use that selected avatar for the corresponding
participant. Optionally, a user can select similarly select
dialects, accents, and/or gender of voice to be used an avatar or
without a visual presentation.
The system synchronizes the vocalization of the script with the
avatar mouth and/or other motions (e.g., head, hand, arm motions).
Text-to-voice technology may be used to convert the text to spoken
words or a human can read and record the script and store it on the
system. A menu is optionally provided via which a user (e.g., a
trainee, trainer, or administrator) can select a script and/or
voice recording stored on the system or a location accessible by
the system.
Several example user interfaces will now be described. The various
user interfaces are associated with different tools designed to
provide focused training on different skill sets (although
optionally a single tool can be used to provide training across
several tool sets). Certain user interfaces can be used with
certain of the processes discussed above.
FIGS. 1B-1E relate to performance drilling, wherein a user is
drilled in responding quickly, accurately, and with confidence to
challenges/statements made by others (e.g., customers/prospects).
FIG. 1B is an initial interface describing the performance drilling
training session and process the user is about to undergo. In this
example, the user is informed that the user will be trained to
enhance their ability to verbally respond to statements/challenges
made by customers and potential customers (prospects). The user is
informed that the training will involve pre-studying key-element
response to challenges, verbally responding to simulated challenges
from customers and/or prospect, and listening to simulated
key-element responses to the challenges. In addition, a trainer
selection user interface is provided via which the user or trainer
can specify whether the trainer is a peer of the user (e.g.,
someone who has the same or similar position as that of the user
being trained) or is a manager/supervisor.
FIG. 1C illustrates another user interface introducing a challenge
section. In this example, the user interface explains that the user
will be presented several randomized challenges (although other
embodiments can present more or fewer challenges, and optionally
the challenges are not randomized). The challenges will be based
upon the product/service/solution descriptions (e.g., key elements)
presented in the pre-study section. The user is instructed to
verbally respond to the challenges as soon as the user hears the
challenges. The user is informed that the user will be scored after
a given challenge based on the user's accuracy in verbalizing key
elements, the user's speed in providing a fluid, relevant,
response, and the user's confidence in providing the response. The
user is further informed that a scoring feedback summary will be
presented to the user after completing the challenges.
FIG. 1D illustrates a user interface including an animated
character providing the challenges. The user interface further
displays a feedback score based on scoring entered by a trainer for
user responses to the challenges. FIG. 1E illustrates a user
interface including an animated character speaking a model answer
to a challenge. In this example, the spoken communication is also
provided textually to further reinforce the teaching of the
presented information and wording style. A "replay" control is
provided, which when activated, causes the animated character to
repeat the model answer (e.g., audibly with the textual
reinforcement displayed). A "proceed" control is provided via which
the user (and/or trainer) can instruct the system to proceed to the
next segment.
FIGS. 1F-1H illustrate user interfaces that relate to identifying
and appropriately responding to opportunities ("Preventing Missed
Opportunities"). FIG. 1F is an initial interface describing the
Preventing Missed Opportunities training session and objectives. In
this example, the user is informed that the user will be trained to
listen for, identify, and respond to/capitalize on opportunity
clues provided by a speaker, and to become a more focused listener.
The user is informed that the training will involve the user
identifying opportunity clues in conversations, the user explaining
why the clues correspond to opportunities, and the user identifying
products and/or services that address the opportunities. In this
example, the user interface explains that the Preventing Missed
Opportunities training tool will not focus on identifying technique
and overall style errors or the quality of recommendations
(although in other embodiments, a single training tool can focus on
preventing missed opportunities, identifying technique and overall
style errors, and on enhancing the quality of recommendations). A
trainer selection user interface is provided via which the user or
trainer can specify whether the trainer is a peer of the user or is
a manager/supervisor.
FIG. 1G illustrates a user interface that provides an overview of
the queries the user will be expected to respond to with respect to
opportunities. In particular, the user is informed that the user is
to listen to a conversation (or segments thereof), and is to take
notes regarding opportunity clues that the user has identified. The
user is further informed that the user will be expected to perform
the steps of verbally identifying opportunity clues in the
conversation, explain why the clues correspond to opportunities,
and identify what products and/or services address the
opportunities. The user is informed that the user will be able to
review the user's scores after completing the foregoing steps for a
given opportunity clue and/or will be able to review final scores
with respect to all of the opportunity clues presented during the
training session in a summary feedback score report.
FIG. 1H illustrates a scoring user interface with respect to
opportunities training. In this example, the scoring user interface
is directed to scoring with respect to a single opportunity clue
(although optionally instead, a scoring user interface can be used
to score the user's performance with respect to multiple
opportunity clues). The scoring user interface in this example has
the following scoring sections: Identification of opportunity clue;
Explanation regarding why the opportunities corresponding to the
opportunity clue are opportunities (where they may be one or more
corresponding opportunities); Recommendations of products and/or
services and/or other solutions/responses to opportunities that
address a corresponding opportunity.
In this example, the scoring user interface provides the correct
answer so that the trainer performing the scoring does not have to
look at other reference material in order to perform the scoring
and does not have to be highly trained. To further ease grading, in
this example, rather than having to enter a number, the trainer
merely clicks on a box to indicate that the user provided a correct
answer and the system totals and displays the corresponding number
of points. While in this example, each correct answer is worth one
point, optionally instead different answers (e.g., for different
types of questions) can be worth a different number of points. For
example, the identification of an opportunity clue can be worth
five points, the explanation as to why it is an opportunity can be
worth three points, and the identification of products and/or
services can be worth one point for each product or service
correctly identified. Optionally, negative points can be assigned
for incorrect answers (e.g., a recommendation of an inappropriate
product or service). Because the correct answers are displayed, the
scoring page can also be used by the user for post-study once the
session has concluded.
FIGS. 1I-1M illustrate user interfaces that relate to identifying
correct techniques and erroneous techniques in a conversation or
monologue ("Error Based Learning Objective"). FIG. 1I is an initial
interface describing the Error Based Learning Objective training
session and objectives. In this example, the user is informed that
the user will be asked to identify techniques implemented correctly
in a conversation, identify technique errors, state why it is
important to correct the errors, verbalize the correct technique
guideline language for a given error in the first person, identify
style elements that were implemented correctly, and identify style
elements that were implemented incorrectly. The user is informed
that the user can optionally listen to correct, role-modeled
guideline language for a given technique error.
In this example, the user interface explains that the Error Based
Learning Objective training tool will not focus on identifying
opportunities or the quality of recommendations (although in other
embodiments, a single training tool can focus on preventing missed
opportunities, identifying technique and overall style errors, and
on enhancing the quality of recommendations). A trainer selection
user interface is provided via which the user or trainer can
specify whether the trainer is a peer of the user or is a
manager/supervisor.
The user interface illustrated in FIG. 1J describes the tasks the
user is to perform with respect to elements of a technique. The
user is informed that the user will listen to a conversation, or
segment thereof, and is to take detailed notes on correctly and
incorrectly delivered questions posed to a customer/prospect
regarding financial needs. The user is further informed that the
user will be asked to (verbally) identify techniques implemented
correctly in a conversation, identify technique errors, state why
it is important to correct the errors, verbalize the correct
technique guideline language for a given error in the first person,
identify style elements that were implemented correctly, and
identify style elements that were implemented incorrectly.
The user is informed that the user can optionally repeatedly refer
to pre-study material for a given segment and can listen to
correct, role-modeled guideline language for a given technique
error, which is "verbal error correction first person role
modeling". The user is informed that the user will be able to
review the user's scores after completing the foregoing steps for a
given conversation segment and/or will be able to review final
scores with respect to all of the conversation segments presented
during the training session in a summary feedback score report.
The user interface illustrated in FIG. 1K provides an overview of
the conversation the user is about to hear. In this example, the
conversation context is described (e.g., where the conversation is
taking place, who the participants are, why are the participants in
the conversation, etc.). The immediate steps the user is to take
are described (e.g., wherein the user is instructed to note correct
and incorrect key elements of a given participant in the
conversation). In addition, other acts the user is to take are
described (e.g., prepare to state why it is important to correct
the errors, and to verbalize the correct technique guideline
language for a given error in the first person, and note the
correct and incorrect style elements identified during the
conversation).
The user interface illustrated in FIG. 1L lists additional steps
the user is take. In this example, the use interface explains that
the user has the option of: listening to the entire conversation
and immediately responding to all challenges in a listed order;
listening to the entire conversation, then listening to individual
segments from the entire conversation before listening to
challenges specific to each segment; or listening to individual
segments and answering questions specific to each segment without
first listening to the entire conversation.
FIG. 1M illustrates an example user interface via which the user
and/or trainer can instruct the systems to playback the entire
conversation (e.g., both audio and video components), select
playback of one or more specific conversation segments (wherein the
segment name describes the segment content and/or selected
conversation segment challenge).
Of course fewer, additional, or different user interfaces using
different language can be employed.
With respect to the examples discussed herein, while certain
embodiments may be described herein using a leader-led format
(e.g., with an experienced trainer), a peer-to-peer format (e.g.,
wherein the skill level of the "trainer" is similar to or less than
that of the trainee) may be used as well. Similarly, while certain
embodiments may be described using a peer-to-peer format, a leader
led format may be used as well. With either format, optionally the
trainer scores the trainee's performance objectively, even when the
trainee is providing substantially free-form verbal answers,
because correct answers are pre-programmed and available to the
trainer. Further, because the scoring in performed using
pre-programmed answers, the trainee is much less likely to blame
the trainer for a poor score, providing an intellectual and
emotional "fail-safe" for the trainer. Notwithstanding the
foregoing, the training can be performed solo as well.
While certain embodiments are described wherein a user is verbally
questioned and asked to verbally respond, optionally the questions
can be textually displayed on a training/user terminal and
optionally the user can respond using a keyboard, mouse, or other
user input device coupled to the terminal. While certain
embodiments are described wherein a trainee/user is queried using
queries that do not contain possible answers from which the user is
to select (e.g., multiple choice questions, true/false questions,
etc.), such types of questions can optionally be used in addition
to or instead of the queries discussed above. While certain
embodiments are described wherein a trainee/user is queried using
questions that do contain possible answers from which the user is
to select (e.g., multiple choice questions, true/false questions,
etc.), open ended questions that do not include answers from which
the user is to select can optionally be used in addition to or
instead of the queries discussed above.
For example, using embodiments described herein, the user may be
asked to identify the error made by an actor and/or opportunity,
such as an opportunity missed by an actor. The error may be an
error in the choice of words. Once the user has intervened, the
user is optionally presented with a multiple choice textual list of
errors, other wording choices, and/or opportunities from which the
user is to select the error, other wording choices, and/or
opportunity presented directly before the user intervened. By way
of example and not limitation, the list can be presented via a
drop-down menu or screen, a pop-up window, or otherwise.
Optionally, rather than a multiple choice selection, the user may
be presented with a true/false choice or a verbal question that
does not include an answer to be selected. The user can also be
presented with an on-screen field in which the user types in or
otherwise enters what the user thinks is the opportunity/error.
Optionally, once the user identifies the opportunity using one or
more of the foregoing techniques, or using a different technique,
the system can automatically present to the user the actual or
correct pre-programmed opportunities/errors. Optionally, if a
public speaker is being presented in a training session, the user
can be asked to identify statements that are compelling, that sound
trustworthy, that sound untrustworthy, that are annoying, etc., by
clicking on a button, a corresponding quiz answer, or
otherwise.
This training process thus provides users with an interactive
discovery and learning process that helps users identify errors,
opportunities, or other events during training so that they may
avoid such errors in their own interactions and be better able to
respond to such opportunities. Further, the example process
provides users with an interactive discovery and learning process
that helps users identify opportunities during training so that
they may identify and take advantage of similar opportunities and
avoid errors in their own interactions with others.
Optionally, the user may be provided with a time-limited window
after the error or opportunity is presented to intervene and/or
identify the occurrence of the error or opportunity. The use of
such time response windows is very motivational because users have
to interact within the relatively short time windows, thereby
better ensuring user attentiveness and engagement. For example, the
window can be a two second window, a five second window, or other
window duration. Optionally, a timer is provided that has a visual
representation of a which changes colors from green (when there is
a significant amount of time to intervene and/or identify the
occurrence of an event) to yellow (when the time limit is
approaching) to red (when the time limit has been reached), and
which optionally has digital running numbers within it showing the
time remaining. Optionally, a score related to a promptness is
providing an answer can change (e.g., decrease) as the colors
change.
Optionally, different time periods can be used for different errors
and/or opportunities. Further, a short time period or longer time
period can be used for different users. For example, more advanced
users/trainees can be provided with a relatively shorter period of
time in which to respond than relatively less advanced
users/trainees. Optionally, the size of the time window can be
selected by a training administrator. Optionally, the size of the
time window can be selected by the user being trained. Optionally,
the size of the window can automatically be adjusted by the
training system software based on the user's previous
responses.
In an optional embodiment, when a user does not react to the error
or opportunity (e.g., by activating a control indicating that an
error or opportunity has been heard/identified), the role-play
simulation automatically stops. Then the module portion containing
the error or opportunity is repeated so that the user can hear/see
the previously missed error or opportunity, and a quiz is presented
to the user. The quiz for example, optionally asks about the nature
of a given error or opportunity, and appropriate actions that
should have been taken. In addition, the user is optionally "held
accountable" for identifying opportunities and indicating how to
capitalize on the presented opportunities (e.g., recommend
appropriate products or services). In an example embodiment, users
learn the correct actions to take for a variety of situations via a
variety of appropriate role-simulation modules. At the end of a
module, the user's score is optionally displayed so the user can
monitor his or her progress. Because the modules optionally provide
substantially instantaneous and automatic feedback, rapid quality
learning and engagement are achieved.
The system can store and/or score a user based on the number of the
user's correct and incorrect interventions of the pre-recorded
scenario. In addition, the score can optionally be based in part on
the presumed difficulty of identifying a given error or opportunity
and/or how quickly the user correctly identified the error or
opportunity. Optionally, if the user identified an error or
opportunity where none existed, the user's score can be decremented
by assigning negative points or other decrementing score to the
incorrect identification.
Optionally, as similarly described elsewhere herein, group training
is provided by the training system in a competitive manner, further
engaging users' attentiveness. For example, multiple users can view
a given scenario or corresponding user terminals at substantially
the same time. The users can compete, wherein the first user that
correctly identifies a given error and/or opportunity wins or is
awarded a highest score with respect to identifying the given error
and/or opportunity. Optionally, relatively lower scores can be
provided to those users who later correctly identified the given
error and/or opportunity, wherein higher scores are provided to
those who more quickly identified the given error and/or
opportunity. Optionally, a lowest possible or zero score is given
to those who fail to intervene and/or to those that intervene
outside of the predetermined window. Optionally, a negative score
(a score that indicates an incorrect user indication) is assigned
to those that intervened when no error and/or opportunity occurred.
Optionally, users are not presented with the list of errors and/or
opportunities at the time the users failed to make a correct
identification.
At the completion of a group training session or sub-session, the
scores can be totaled for each participating user and the scores
can be presented to the users, optionally ranked in accordance with
the scores.
Optionally, a given pre-recorded segment is not repeated the same
day, or within a predetermined duration, to better ensure that a
user is consistently challenged by different scenarios. Optionally,
pre-recorded segments can be repeated periodically, and/or repeated
in response to a user scoring below a predetermined threshold for a
corresponding segment.
An example training process that utilizes multiple choice questions
(rather than the open ended questions discussed above) will now be
described in greater detail. In the following example, rather than
provide a verbal answer, the user selects/enters answers via
computer.
In this example, a user can launch and optionally log into a
training system program. Optionally, during the log-in process a
user identifier and/or password is provided to the training system
so that the system can automatically select the appropriate
training module for the user and store the user's interactions
and/or score in a database in association with the user
identifier.
Optionally, the system can present with a selection of modules,
such as segments or training sequences and the user selects the
desired segment or sequence. Optionally, a training administrator
can select and specify the segments to be presented to the user.
Optionally, the system automatically selects which segment is to be
presented.
Before presenting the segment, text, audio, and/or video,
instructions are presented to the user which explain to the user
the purpose of the selected training module, the different
interactive possibilities that exist within the selected training
module, how the user is to interact with the training program, and
scoring process.
The user then clicks on a "start" button (or takes other
appropriate initiation action) and the training module's audio
and/or video segment begins playing on the user's terminal. The
video can include real or animated figures that articulate or
appear to be "articulating" the pre-recorded audio track. For
example, the simulation can be generated using Macromedia Flash or
using other applications. The training segment can be two to five
minutes in length, or other length. Within the pre-recorded audio
track are pre-programmed opportunities and/or errors, which are
identified using metadata not visible to the user at the time the
corresponding opportunity or error is presented to the user.
When the user thinks he or she has identified an opportunity and/or
error related to the skill being trained, the user presses an
appropriate keyboard or mouse key (or otherwise provides an
appropriate response) to so indicate. The training system
determines whether the response was provided within a predetermined
response time window (such as within 5 seconds of the
occurrence).
If the user correctly identifies the occurrence of an
opportunity/error within the prescribed time window, a variety of
possible text messages are displayed on the screen. For example,
the user can be presented with a free form question (e.g., that
does not include an answer from which the user is to select),
multiple choice, true/false, or fill in the blank type question.
The user then provides a response to the question to the system.
For example, the multiple choice question may list a number of
possible errors or opportunities, and the user needs to select the
error or opportunity that actually occurred in the corresponding
segment. After the user provides a response, the training system
and/or a human facilitator sitting with the user or remote from the
user can then determine if the user response was correct or
incorrect and assigns an appropriate score to the response.
Substantially immediately after making the determination as to the
correctness of the answer (and/or at a later time), the training
system can optionally provide the user with the correct answer if
the user's answer was incorrect, or, if the user's answer was
correct, the training system can so inform the user. Optionally,
the user may be given multiple chances to select the correct
answer. For example, the user may be provided with two chances to
select the right answer in a four choice multiple-choice test, and
if the user selects the incorrect answer on both attempts, the
system identifies the correct answer.
If the user does not take the appropriate action to identify the
occurrence of an error or opportunity within the prescribed
timeframe, and provides identification thereafter, optionally, the
text messages for the opportunity or error are not presented to the
user at this time, and the user's action is recorded as an error
with respect to the scoring. Optionally, an indication can be
immediately provided to the user via an icon, pop-up text message,
tone, or otherwise, indicating that the user missed identifying the
occurrence within the time window.
If the user does not take the appropriate action to identify the
occurrence of an error or opportunity within the prescribed
timeframe, the text messages for the opportunity or error are not
presented to the user at this time, and the user's action is
recorded as an error with respect to the scoring. Optionally, an
indication can be immediately provided to the user via an icon,
pop-up text message, tone, or otherwise, indicating that the user
missed identifying the occurrence.
Optionally, once the right answer has been selected by the user, or
after the correct answer has been automatically displayed as a
result of the user failing to select the correct answer, another
question, which can be in the form of a multiple-choice test, is
displayed which, for example, can ask the user what would be the
right way to capitalize on the opportunity or what would be the
correct way to handle the situation as compared to the erroneous
way a situation was handled in the pre-recorded scenario.
After the questioning or testing process for a given error or
opportunity is complete, the scenario resumes. Optionally, the
scenario can resume from the beginning of the just reviewed
opportunity/error so that the balance of the scenario is in
context.
Optionally, if the user failed to identify the error and/or if the
user clicked on what the user believed to be an opportunity/error
but was not, the scenario, including the audio track, continues to
run without pausing. Optionally, the scenario can instead be
paused, and the user can be informed of the user's failure during
the pause.
Optionally, the user is not provided with prompts during the
playing of the scenario to better ensure the user's attentive
interaction.
Optionally, the user can be prevented or not provided with the
ability to rewind or play back sections for a "do over" until the
entire segment is completed and initially scored.
Once the segment is complete, the system automatically presents the
user with the user's score for the segment. Optionally, the user
can be provided with the scores of others for the segment and/or
the user ranking relative to other users.
Preferably, the user repeats the particular audio and/or video
pre-recorded segment within a specified period of time, such as 24
hours, with peers and/or coaches to solidify and advance the
learning. Optionally, when the audio and/or video segment is
repeated, the user is to intervene as described above, but if the
user correctly identifies the existence of an opportunity/error,
the questions described above are not displayed to the user.
Instead, optionally, a coach is automatically provided with the
question and answer by the training system, such as via a computer
screen, and/or via a coaching manual. The coach can ask the user
the same or similar questions presented to the user when the user
previously went through the segment. However, in this case, the
user is to proactively verbalize the correct answers without
prompting previously provided via the multiple choices, and/or
true/false statements. The coach can store in the user performance
(e.g., the number of correct answers, the number of opportunities
identified, etc.) in computer readable memory. The system can then
calculate and display a score.
The training procedure can be modified as desired. For example, the
presentation of a training scenario can be presented to a
participant as similarly described above, except that the
participant is instructed to write down (or type into a field
presented on the participant terminal) the opportunities and errors
that the user believes he heard or observed. Once the segment has
completed, the participant can be instructed to write down (or type
into a field presented on the participant terminal) and/or
verbalize why there were opportunities and errors, as well as the
methodologies that can be used to capitalize on the opportunities
and correct the errors. The user then presses an "answer" icon or
the like, and the segment replays, and automatically pauses at the
pre-programmed areas/opportunities, at which point the correct
answers are displayed in conjunction with the participant's
previously written responses. Optionally, a coach or other
supervisor monitors the foregoing to reduce cheating.
Optionally, if a user misses the error or opportunity in the
training scenario (e.g., in the script of the program), after a
short window of time (e.g. a predetermined, set period of time,
such as 3 seconds, 5 seconds, 15 seconds, or 25 seconds), the
program will provide a verbal and/or visual notification to the
user that an error or opportunity has been missed. The scenario
presentation can then be, "rewound" to the point where the error
was presented (or shortly before the error was presented) and a
drop-down menu or multiple choice form is presented to the user
listing several possible errors/opportunities, wherein one of the
listed errors is the error that actually occurred. The user is
asked to select the error/opportunity that occurred. If the user
selects the correct error/opportunity, the user's answer is scored
as correct or as partially correct, to take into account that the
user had to be prompted to select the correct error/opportunity.
Optionally, an error/opportunity menu is not provided to the user.
Instead, the user is to type in a free form identification of the
error/opportunity.
Example opportunities will now be described with respect to
different types of training. In these examples, the opportunities
are raised by a customer mentioning something during the scripted
conversation. Selected opportunity-raising lines can be
incorporated into corresponding scenario scripts.
TABLE-US-00005 BANKING RELATED OPPORTUNITIES SCRIPT CORRESPONDING
OPPORTUNITY Customer mentions a trip Offer to increase credit limit
on credit card Customer mentions a remodel Offer home equity loan
Customer mentions a new child Offer college savings account
Customer mentions inheritance Offer investment product Customer
mentions an account Offer to transfer the account to bank with
another institution Customer mentions credit cards Offer to
consolidate credit card debt with other institutions "It is
possible to consolidate debt"
TABLE-US-00006 TRAVEL AGENCY RELATED OPPORTUNITIES Script
Corresponding Opportunity Customer mentions being tired of the
Offer trip to warm vacation spot cold Customer mentions fear of
flying Offer train-based trip Customer mentions loving to drive
Offer to arrange for a convertible car rental for vacation Customer
mentions enjoying food Offer to arrange reservations at highly
rated restaurants during vacation Customer mentions having children
Offer to arrange for babysitter during trip Customer mentions that
customer is Offer trip insurance worried of trip related
cancellation costs if customer becomes ill
Scenarios A-D, provided below, include example scenario scripts
having embedded opportunities and errors, as well as example
questions regarding the opportunities and errors. Scenarios A and B
are directed to banking. Scenarios C and D are directed to a travel
agency. The training systems and processes can also be used for
other types of financial services, multi-level sales organizations,
automotive sales and service, retailing, mass market sellers of
products and services, personal relationships and so on.
FIG. 2 illustrates an example series of frames in a video/audio
training presentation. The frames can be animation frames, video
frames, or other type of frames. In this illustration, the frame
sequence is shown in uncompressed form, although the frames can be
compressed using a variety of compression techniques (e.g., a
version of MPEG), which may result in certain frames being dropped.
As illustrated, at Frame.sub.N+j an event Event1 occurs which the
user is to identify (the event may occur over several frames,
rather than one frame). A response window is provided within which
the user needs to identify the event. If the user identifies the
event within the window, the presentation continues until the end
of the time window, at which point the presentation is paused and a
quiz is presented. Optionally, no scenario frames are presented to
the user while the presentation is paused. Once the user has
completed the quiz, or optionally, after a predetermined amount of
time, the presentation is restarted at Frame.sub.N+j+1. If the user
fails to identify the event at frame Frame.sub.N+j, then
Frame.sub.N+j (as well as an optional number of frames before and
after Frame.sub.N+j) will be presented to the user again.
FIGS. 3A-V illustrate additional example user interfaces for
training personnel in the financial services field, which can be
accessed from a training Website via the Internet, from a local
user terminal memory, or otherwise. Other interfaces can
correspondingly be used for other applications (e.g., training of
travel agents, retail store customer service personnel, managers,
teachers, parents, siblings, spouses, actors, singer, etc.). In
this example, a bank customer service person (e.g., an employee) is
interacting with a bank customer. In this example, the optional
visual component of the dramatic interaction is provided via
animated figures sequenced with an audio track, although video
sequences or real people can be used as well. Optionally, user
accessible controls (e.g., rewind, pause, fast forward, play, etc.)
are provided to the trainee to allow the trainee to control the
presentation. The controls can be "soft" buttons displayed on a
computer monitor and activated via a mouse, keyboard, or other user
interface, and/or the controls can be provided via a dedicated
physical control, remote control device, or otherwise.
In this example, the trainee will review a presentation of an
example interaction (e.g., a simulated interaction) first in an
"uninterrupted mode" and then in an "interactive mode". In this
example embodiment of an uninterrupted mode, the trainee may take
notes regarding errors made by the customer service person (e.g.,
an employee) in following a bank-specified customer interaction
routine, and opportunities missed by the customer service person,
wherein the opportunities may be provided by the customer's
remarks. However, in uninterrupted mode, the presentation will not
be paused for quizzes, and optionally, the pause and rewind
controls are disabled and/or are not presented. Optionally, the
trainee can skip the uninterrupted mode presentation. For example,
optionally, if the user has previously viewed the interaction
presentation, a skip uninterrupted presentation button (e.g., a
"skip part 1" control) is presented and enabled, which, when
activated by the user, will cause the interactive presentation to
be presented without presenting the uninterrupted presentation.
In an example embodiment of an interactive mode, quizzes are
presented and the trainee's answers are recorded in computer
readable memory, such as in the database discussed above, in
association with an identifier associated with the trainee, and in
association with an identifier associated with the corresponding
training module. For example, during the presentation the trainee
may be requested to indicate when the trainee has identified an
error in the customer service person following a prescribed
customer interaction routine (e.g., first greet the customer, ask
the customer what the customer came in for, ask the customer when
the customer last refinanced their home, ask the customer if the
customer has any upcoming large expenditures, etc.). An additional
quiz, such as a quiz asking the trainee to identify opportunities
missed by the customer service person, may optionally be presented
at the completion of the enactment.
As similarly discussed above, with respect to the quiz presented
during the course of the simulation presentation, the trainee may
be provided a window of time in which the trainee needs to identify
an error. For example, the trainee may need to identify an error
within a window of 7 seconds after the occurrence of the error (or
after the end of the sentence, phrase and/or concept being
presented that includes the error) in order to receive a score
indicating a successful error identification. Other windows of time
can be used as well, such as 11 seconds. Optionally, different time
windows can be used based on the difficulty of the test, the
particular question, the rating or experience of the trainee, and
so on.
In one example embodiment, a control, such as a Phrase, Error,
and/or Stop button (which will sometimes be referred to as an
Error/Stop button), or other control of a first color (e.g., red)
is presented which the trainee clicks or otherwise activates on in
order to indicate that the trainee identified an error, an
opportunity, or a significant phrase. Optionally, in addition to
the button, the trainee can click in a larger area (e.g., an area
surrounding and/or including the button) in order to identify an
error. If, upon the occurrence of an error, the trainee clicked on
the Error/Stop button (or other designated area) within the
corresponding time window, the Error/Stop button will change colors
(e.g., to green), and the trainee will receive an appropriate
score. Optionally, the interactive presentation does not stop
immediately upon the clicking of the Error/Stop button. Instead,
the interactive presentation continues to be presented until the
end of the sentence, and/or concept being presented. Optionally,
the simulation can be halted substantially immediately after the
Error/Stop button is activated. After the correct activation of the
Error/Stop button, a pop-up quiz is then presented to the trainee.
For example, the pop-up quiz can include one or more
multiple-choice questions. Where there is more than one question,
the questions are optionally presented sequentially. Optionally,
the pop-up quiz is not a timed quiz, although in one embodiment,
the quiz is timed (e.g., the trainee has to answer the quiz
question(s) within a predetermined time window) to provide for
speed testing.
Optionally, if the trainee incorrectly answers a quiz question, the
quiz question may be presented again to the trainee and the trainee
can again attempt to correctly answer the quiz question. The number
of retries can be set to "1" or another designated number (e.g., 2
or 3). Optionally, different trainees may be provided with a
different number of retries, based on certain trainee
characteristics (e.g., the trainee's job title, the number of times
the trainee has viewed or utilized the training presentation,
etc.). Optionally, the number of retries offered can be varied
based on a quiz or quiz question characteristic (e.g., the
perceived quiz difficulty, the number of choices in a quiz multiple
choice question, etc.). If, after utilizing the designated number
of retries, the trainee has failed to correctly complete the quiz
question, the correct answer is optionally presented (optionally,
while also presenting the quiz question) to the trainee before the
presentation continues.
A score is assigned to the trainee's quiz performance (e.g., based
on whether the trainee correctly answered the quiz, how many
retries the trainee needed to correctly answer the quiz, and/or the
time it took the trainee to correctly answer the quiz, etc.), and
the score is stored in computer readable memory in association with
a trainee identifier and a presentation module identifier. The
simulation presentation then continues (e.g., automatically, after
completion of the quiz or in response to a trainee command).
If the trainee incorrectly indicates that an error occurred during
the presentation by activating the Error/Stop button, for example,
when no error had occurred within a selected window of time (e.g.,
7 seconds) prior to the activation of the Error/Stop button,
optionally, the Error/Stop button does not change color (e.g., the
Error/Stop button remains red). Optionally, the button has an error
message displayed thereon and the button changes color to indicate
an erroneous activation. The trainees score is decremented or
otherwise adversely affected to reflect the incorrect
identification of an error. The simulation presentation is
optionally not stopped or paused at this time, but is allowed to
continue without interruption.
If the trainee fails to timely (e.g., within a selected window of
time after the occurrence of the error or after the end of a phrase
or sentence within which the error occurred) identify (e.g., by
activating the Error/Stop button) an error that occurred during the
presentation, optionally the Error/Stop button's color is changed
(e.g., to green or another color), a text and/or graphic message is
displayed indicating that the user missed the error, the
presentation automatically stops, and the portion of the
presentation in which the error occurred is automatically replayed.
Optionally, the replay begins at a predetermined portion of the
presentation before the error occurred, and/or the replay ends at a
predetermined portion of the presentation after the error occurred,
and a pop-up quiz (e.g., the multiple choice quiz or verbal
questions discussed as discussed elsewhere herein) is presented.
Quiz retries, scoring, and the correct answer presentation may be
performed as similarly described above. The simulation presentation
then continues (e.g., automatically, after completion of the quiz
or in response to a trainee command).
At the conclusion of a simulation presentation another type of quiz
is optionally presented, which, for example, can relate to
opportunities (e.g., missed opportunities or other opportunities).
A list of phrases is verbalized and supported by identical or
corresponding text messages. Each of these phrases is presented on
a separate screen. For example, the trainee may be asked to
identify when an "Event phrase" (e.g., a phrase that indicates an
opportunity for the customer service person to offer additional
services to the customer, or an opportunity to refer the customer
to another service provided within or outside of the trainee's
company that can provide the customer with relevant services and/or
products) is correctly identified. The phrase may be presented via
the training terminal textually, audibly, and/or in the context of
a visual interaction between two people. Optionally, this portion
of the quiz is time-pressured. For example, a user interface is
provided with the text displayed and phrases spoken for only a
predetermined window of time (e.g., approximately 3 seconds). If
the trainee correctly clicks on a designated area (e.g., the text
message or other designated area), corresponding feedback is
provided to the trainee (e.g., a positive tone is generated and/or
a text acknowledgement appears indicating that the correct phrase
was identified by the trainee).
If the trainee does not correctly click on a designated area (e.g.,
text message) within a predetermined amount of time, the next
phrase quiz is automatically presented within a predetermined
amount of time (e.g., 3 seconds or other desired period).
Optionally, at the time the trainee fails to identify an event
phrase, an indication of the failure is not provided to the
trainee, although in another embodiment, such an indication is
presented to the trainee. A score is recorded and presented to the
trainee and, optionally, to a training supervisor or other
designated personnel, indicating or corresponding to, the number of
correctly identified event phrases, the number of correct
multiple-choice answers, the number of unidentified event phrases,
and/or the number of missed presentation errors. Optionally, a
cumulative score (e.g., a number score, a graded score, or other
score) that reflects the total trainee performance for a given
module or for multiple modules can be provided in addition to, or
instead of separate scores for each quiz or test type. These scores
can further be used as a post-study as an aid in reviewing the
missed items and as a focus for improving performance in future
sessions.
Optionally, once the phrase identification portion of the quiz is
completed, a multiple-choice or other quiz is automatically
presented to the trainee, which optionally follows the format of
the pop-up quiz discussed above.
Optionally, a module can include detail oriented timed testing. For
example, a detailed audio and/or video narrative can be played to a
trainee. The training system automatically pauses at various points
(e.g., predetermined points) during the narrative and tests the
trainee on how much narrative detail the trainee remembers and/or
on the trainee's listening and/or reading comprehension.
Optionally, the test questions are timed, wherein the trainee has a
set limited time in which to answer a given question and/or a set
of questions (e.g., true/false questions, multiple choice
questions, or questions requesting the entry of a word or multiple
words). After the trainee answers a question or set of questions
and/or after a predetermined amount of time elapses, the narrative
resumes and continues until the next predetermined point in the
narrative, and another question is presented to the user. The
foregoing process continues until the narrative end is reached.
Optionally, the user is provided with feedback after each question
and/or set of questions is answered, the feedback indicated whether
the questions were correctly answered. Optionally, if the user
answers a question incorrectly, the user may be given another
chance to answer the question.
Optionally, a module can include "intrusive thoughts" practice.
During a module, such as during the playing of a scenario, the user
is instructed to indicate (e.g., by clicking on an appropriate icon
or other designated area) when a "foreign thought", not related or
not significantly related to the task hand, enters the users mind.
The user indication can be stored in memory and the user can be
provided with an indication as to how many "foreign thoughts" the
user had. The foregoing process is intended to bring awareness of
intrusive thoughts to the user and to help the user practice
refocusing their thoughts on the subject at hand.
Two additional training sessions will now be described to further
illustrate examples of the training system and processes. The first
example emphasizes the interactive aspects of a training session
where the training session has a relatively higher degree of
interactivity, and the second example emphasizes listening
comprehension training, wherein the interactivity is relatively
more limited (e.g., wherein interactivity with the training system
is optionally limited to quizzes).
In the first example: 1. Text instructions with a pre-recorded
audio that corresponds to the text instructions are stored in
computer readable memory (e.g., a training module scenario
database), optionally on a screen-by-screen basis. 2. Optionally, a
pre-recorded audio-animation or live action simulation
("Simulation") is stored in the module scenario database, wherein
the simulation includes "Events". By way of example, Events
optionally include, but are not limited to, one or more of active
errors, errors of omission, opportunities, missed opportunities,
style and tone problems, etc. The system can instruct the User
which type of Event the User is to identify. 3. The User (e.g., a
trainee or other user) starts the simulation by clicking on an
appropriate user interface control (e.g., a "Continue" icon). In
this example, the initial viewing/hearing of the simulation is
performed in a non-interactive mode, wherein the mode purposely
does not provide any or substantial interactive capability. The
User is instructed to listen and/or to take notes, and to thus be
prepared for the interactive simulation that follows. 4. The User
can listen to the non-interactive simulation a predetermined number
of times (e.g., one time or some other designated number of times)
prior to beginning the interactive simulation mode. 5. The User can
elect to skip the non-interactive simulation and substantially
immediately proceed to the interactive simulation by clicking on an
appropriate control (e.g., a "Skip" icon). 6. The interactive
simulation can be initiated by the User after the non-interactive
simulation has been performed by clicking on an appropriate control
(e.g., a "Continue" icon). 7. Once the interactive simulation
begins, the User optionally cannot exit (via the training
application software) the simulation prior to completion and/or is
prevented from returning to the non-interactive simulation.
(Optionally, the user can exit by closing an appropriate interface,
such as a browser, used to access the simulation, by turning off
the User terminal, or otherwise). If the User prematurely exits the
interactive simulation, the User's score will appropriately reflect
such exit. 8. The User can stop or pause the interactive simulation
by correctly identifying an appropriate Event (e.g., by clicking on
an appropriate control, such as a "Error" or "Stop" icon within a
predetermined amount of time of the presentation of the Event).
Optionally, if the user clicks on the icon within a predetermined
time window (e.g., 5 or 10 seconds) after the occurrence of an
Event, then the User will be scored as correctly identifying the
Event occurrence. This helps ensure that the User is being tested
on knowledge versus "clicking speed." 9. When the User correctly
stops the interactive simulation by clicking on the "Error" or
"Stop" icon, the color of this icon changes (e.g., from red to
green), and optionally a confirmation tone is played, signifying a
correct response. 10. When the User correctly stops the interactive
simulation as described above, in this example, the interactive
simulation does not stop immediately upon clicking the Stop icon
(unless the icon is correctly clicked at the moment when the
corresponding sentence, phrase and/or concept is programmed to
end). Instead, the interactive simulation continues to be presented
until the end of the sentence, phrase and/or concept being
presented. Advantageously, this makes available the full or
adequate context of what has been said for answering of the
subsequent quiz (e.g., a multiple-choice question). In addition,
this feature provides continuity when the interactive simulation is
re-started, as opposed to re-starting the simulation mid-word or
mid-sentence. 11. When the User has correctly clicked on the icon,
(and as previously described, the icon turns green and the
interactive simulation pauses at the end of the sentence, phrase
and/or concept) then a quiz question, such as a text-based
multiple-choice test, automatically appears. 12. If the User
correctly identifies or provides the answer on the first attempt, a
positive confirmation tone occurs, and a text or audible voice
message acknowledging the correct answer is played. Optionally, if
the quiz question is a multiple choice question, the correct answer
becomes encircled, bolded, or otherwise highlighted. 13. At this
point, the User activates a "Continue" icon, or other appropriate
control, to advance to a second quiz, such as a second
multiple-choice question. 14. If the User answers incorrectly on
the first attempt at answering the quiz question, then a "negative
tone" is played, and a graphic and/or text message is provided
indicating that the answer was incorrect. 15. A text and/or message
then appear, or are otherwise provided, instructing the User to try
to answer the quiz question again. 16. The User answers the quiz
question again, and if the answer is correct, the process proceeds
as described at states 11 and 12 above, and another quiz question
is presented to the User. 17. If the User tries to answer the quiz
question again, and the User is incorrect a second time, a
"negative tone" is played, and a graphic and/or text message is
provided indicating that the answer was incorrect. 18. If the
second answer attempt was incorrect, then the process automatically
causes the correct answer to be displayed or indicated to the User.
19. At this point, the User clicks a "Continue" icon, or other
appropriate user control, to advance to the second multiple-choice
quiz. 20. States 12 through 19 are repeated for the second quiz
question. 21. Once the User completes the two quiz questions (or
other designated number of quiz questions), the User clicks on the
"Continue" icon, and the interactive simulation resumes. 22.
Scoring is performed by the system that reflects the number of
correctly and/or incorrectly User-identified Events. 23. The User's
quiz answers are scored by the system. 24. When the User
incorrectly (e.g., when no Event occurred within the designated
time window) identifies an Event and attempts to stop the
interactive simulation by clicking on the "Error" or "Stop" icon,
the Stop icon does not change color. Instead, the Stop icon remains
red, indicating to the User that the User incorrectly identified an
Event. 25. Scoring is performed by the system that reflects the
incorrect identification of Events. 26. If the User misses an Event
by not clicking on the icon during the designated time window, the
system automatically stops the interactive simulation (e.g., at the
appropriate end of the sentence, phrase and/or concept). 27. A
negative tone is played and a graphic and/or text display appears
indicating that the User missed an Event, and optionally the system
informs the User as to which Event was missed. 28. Scoring is
performed by the system that reflects the missed identification of
Events. 29. The User is optionally prevented from advancing without
next activating the "Replay" icon, or other appropriate control.
30. When the "Replay" icon is activated, a replay of the Event is
automatically performed by the system (e.g., a replay of the
corresponding entire sentence, phrase and/or concept). 32. A quiz
is automatically presented to the User (e.g., a text-based
multiple-choice test). 33. States 12 through 23 above are then
performed. 34. A list of phrases is verbalized by the User terminal
and corresponding and/or identical text messages are displayed to
the User. Optionally, each of the phrases is sequentially presented
on a separate screen. 35. The User is instructed to click on the
designated area (e.g., the text message or surrounding area) when
an "Event phrase" is correctly identified. Optionally, this
identification process is performed under time pressure. For
example, the phrase pages appear with the text (with spoken phrases
correspondingly provided) for only a limited time period (e.g.,
approximately 3 seconds). 36. When the User correctly clicks on the
designated area (e.g., the text message or surrounding area), a
positive confirmation tone sounds and a text, graphic or other
acknowledgement appears confirming that the User selected the
correct answer. 37. Then a quiz (e.g., a multiple-choice test)
automatically appears which optionally follows the format of the
previously discussed quizzes. The quiz can also be different than
the previous quizzes (e.g., a single multiple-choice test may be
provided that includes a single question). 38. If the User does not
correctly click on a designated area (e.g., text message or
surrounding area), the next screen and messaging occurs within a
certain amount of time (e.g., within three seconds). 39.
Optionally, the system does not provide a "negative tone" or text
acknowledgement when the User misses identifying an Event phrase.
40. Scoring is performed by the system that reflects the correctly
identified Event phrases, the correct multiple-choice answers, and
the unidentified Event phrases. 41. Scores are totaled by the
system at the end of each module, although the scoring can be
updated and totaled upon the occurrence of a scoring event (e.g., a
quiz). The scores can be displayed to the User. The scores can be
stored in computer readable memory for later access by the User,
the User's training supervisor, the User's manager, or other by
other designated users.
Optionally, the User can review the simulation again at a later
time, such as the next day. Optionally, rather than having the
quizzes provided by the system, the User can review the simulation
with the User's manager who can verbally quiz the User by asking
questions. The manager can record the User's performance (e.g., the
number of questions answered correctly) on the system in
association with a User identifier.
In the second example: 1. A User views/listens to one or more
non-interactive simulation presentation. The length of the
non-interactive simulations can vary (e.g., from 30 seconds or 60
seconds to several minutes or even hours). 2. The system prevents
the User from viewing/listening to a non-interactive simulation a
second time prior to testing. 3. At the end of the non-interactive
simulation presentation, the User clicks on the Continue icon and
is quizzed on the non-interactive simulation content (e.g., a
multiple-choice and/or true-false test based upon what the User
heard and/or saw during the non-interactive simulation). 4. The
system scores the test. 5. At this point, the User can listen to
the non-interactive simulation a second time. 6. The User can then
elect to be tested a second time. 7. The system scores the second
taking of the test. The scores are optionally stored and presented
as similarly discussed above in the previous example.
A training format categorization can be used to separate and/or
define the different functionality possibilities that can occur in
training modules, and that can segment them between business-based
modules and consumer/personal/general public modules. In an
illustrative example, training modules can include the following
format and subject categories as follows, although other
categorizations can be used as well:
1. User Format (e.g., personal relationships, consumers,
business)
2. General Format (e.g., Quiz Interactive or Full Interactive)
3. Specific Format
4. Subject or Scenario
By way of example, with respect to the General Format, Quiz
Interactive generally limits substantive interactivity to quizzes
(e.g., multiple choice or other quizzes, such as listening
comprehension quizzes) presented at the end of the scenario. Full
Interactive generally provides for substantive user interactivity
throughout or at multiple points in the scenario (e.g., by pressing
an error/stop control to indicate that an error, opportunity clue
and/or missed opportunity occurred). Optionally, the Full
Interactive mode includes one or more quizzes after the scenario
presentation ends.
The Specific Format can include some or all of the following:
Quizzes/questions presented after the scenario is presented Timed
questions presented (e.g., speed testing) at various points during
(e.g., throughout) the scenario presentation Questions regarding
communication attitude and/or style Self-revealing statements made
at various points during (e.g., throughout) the scenario
presentation Errors made at various points during (e.g.,
throughout) the scenario presentation by a character in the
scenario Opportunities presented at various points during (e.g.,
throughout) the scenario presentation (e.g., opportunities provided
by a character, such as a customer, in the scenario) Detailed
Oriented Timed Testing with questions regarding a detailed
narrative presented at various points during the scenario Intrusive
Thoughts Practice, wherein the user indicates when a "foreign
thought", not related or not significantly related to the task
hand, enters the users mind
The Subject or Scenario can include, by way of illustration and not
limitation: Banker and Prospect/Customer Travel Agent and Customer
Doctor and Patient Manager and Subordinate Husband and Wife Therapy
Parent and Child Arguing Neighbors Car Salesman and Prospect
Driving
The following table illustrates several example module
configurations:
TABLE-US-00007 SUBJECT/ USER GENERAL SPECIFIC SCENARIO FORMAT
FORMAT FORMAT 1 Spouse Therapy Consumer/ Quiz Questions at end of
Business Interactive scenario 2 Spouse Therapy Consumer/ Full
Interactive Questions regarding Business communications attitude
and style 3 Spouse Therapy Consumer/ Full Interactive
Self-revealing Business statements 4 Parent and Child Consumer Full
Interactive Errors during scenario 5 Conversation Consumer Quiz
Timed questions While Driving Interactive during scenario 6
Neighbors Consumer Quiz Questions during Interactive scenario 7 Car
Salesman & Business Quiz Questions at end of Prospect
Interactive scenario 8 Banker and Business Full Interactive Errors
and Prospect/ opportunities Customer during scenario
FIGS. 4F-L illustrate example processes for setting up an example
training system, and for performing example training processes.
With reference to FIG. 4F, at state 402f, user instructions for a
given module, and/or for modules in a selected training are stored
in a database, such as the database 112 illustrated in FIG. 1. For
example, a given module can have module specific instructions, or
the same instructions can be used for a certain set of modules
(e.g., modules in a given field, such as financial services). The
instructions can include text and/or voice instructions. The
instructions can be stored in association with the modules to which
the instructions apply. At state 404f the module simulations are
stored in the database. As previously discussed, the simulations
can be in the form of animated sequences and/or video segments.
At state 406f, a user, such as a training administrator or a
manager, can define a training course including multiple modules.
For example, the training administrator can specify via a user
interface which modules are to be presented as part of a specific
training series, and the sequence order in which the modules are to
be presented to a given trainee. In addition, the training
administrator can define questions and quizzes, indicate or provide
the correct answers, specify answer window time lengths, and
specify scoring for correct and incorrect answers. The training
administrator specification is stored in the database and is later
accessed when a trainee logs in to undergo a training session.
Optionally, the training administrator can be provided with
specific and/or limited authority to edit or specify training
sessions.
Optionally, training sessions can be customized for a given
trainee. For example, a training administrator can select
appropriate modules and arrange them in an appropriate sequence for
a given trainee based on the trainee's job function, level of
experience, and/or previous training. In an example embodiment, the
training administrator can specify the modules and module sequences
by entering module names into a form in the desired order or by
dragging and dropping icons or text corresponding to the desired
modules into the desired order.
At state 408f, the training administrator can specify which trainee
is authorized to access which modules or series of modules. For
example, an identifier corresponding to the authorized trainees can
be stored in a database (e.g., database 112 and/or database 114
illustrated in FIG. 1) in association with the corresponding
modules or series of modules (e.g., in association with module
identifiers or in association with an identifier associated with a
sequence of modules).
At state 410f, user account information is stored in a database,
such as database 114. The user account information can include a
user identifier, a user password, a job title or classification,
the number of years the user has been employed with the employer
authorizing the training session, the length of time the user has
been employed in a given field, an identification of the modules
and/or series of modules the user has completed and the
corresponding scores and completion dates, and a training schedule
for the user indicating a training frequency and/or when (e.g.,
which day or which week) the user is to view a particular module or
series of modules. The user account information can be entered via
a form and/or from another database by the user, an administrator,
and/or other entity.
Referring now to FIG. 4M, an example "performance drilling"
training session process is illustrated, wherein a user/trainee is
drilled in responding quickly, accurately, and with confidence to
challenges/statements made by others (e.g., customers/prospects).
Reference will be made to certain user interfaces. Certain
non-limiting examples of such user interfaces are discussed
elsewhere herein with respect to FIGS. 1B-1E.
At state 401m, the process begins, and the trainee and/or trainer
log into the training system. At state 402m, the system displays a
welcome screen. The system receives a selection of a training
module from a menu of training modules. For example, the different
training modules may relate to different subject matter, such as
different products and services. Optionally the system provides a
description of the corresponding training objectives and a
description of the training module. A user interface is displayed
via which the trainee and/or trainer optionally selects a peer
type.
At state 404m, a user interface is presented via which the
trainee/trainer can instruct the system to display a tutorial for
the learner/trainee. If an instruction is provided to launch the
learner tutorial, the process proceeds to state 406m and the
learner tutorial is launched (e.g., including text, audio,
animation and/or video). Otherwise, the process proceeds to state
408m.
At state 408m the module content (e.g., including text, audio,
animation and/or video) is played. At state 410m, a user interface
is displayed introducing/describing the challenge process. At state
412m, the system presents the trainee/learner with a challenge to
which the trainee is instructed to verbally respond to, and a timer
(which may be in the form of a timer ball or clock) is started
automatically with the presentation of the challenge, or optionally
the timer can be started by the trainer or trainee. The challenges
may be based upon the product/service/solution descriptions (e.g.,
key elements) presented in the pre-study section. The presentation
of the challenges (optionally corresponding to the pre-study
information/elements) are optionally randomized or non-randomized.
The user is instructed to verbally respond to the challenges as
soon as the user hears the challenges. The trainer or trainee stops
the timer to indicate how quickly the trainee began providing a
verbal response, wherein the time is stored in memory. The trainee
continues responding even after the timer is stopped. At state
414m, the trainee's response is scored for accuracy and/or
completeness, optionally by the trainer or trainee, using an
accuracy and/or completeness scoring user interface. At state 416m,
the trainee's response is scored with respect to how quickly the
trainee responded. Optionally, such scoring is automatically
performed once the trainer indicates that the trainee has responded
(or optionally, has correctly responded). At state 418m, the
trainer and/or trainee scores the trainee with respect to the
confidence exhibited by the trainee in responding using a
confidence scoring user interface. The example embodiment scores by
category and sub-category. Therefore, it provides substantially
instant feedback on a sub-category basis, and total feedback for
the "full" category (e.g., including the summation of scores for
the sub-categories). This substantially instant evaluation enables
the pinpointing of areas where improvement is needed, optionally
including improvement in the ability to articulate the correct
answers/content, as well as the assessment of speed/fluency and
style/confidence.
At state 420m, a summary scoring page is displayed, providing the
scores with respect to accuracy, response time, and confidence for
the most recent challenge. At state 422m, a user interface is
provided via which the trainer/trainee can specify whether a model
answer to the challenge is to be presented. If an instruction is
received to provide the model answer, the process proceeds to state
424m. A user interface optionally including an animated character
or video of a person speaking a model answer to a challenge is
presented, although audio, without a video/animated component can
be used. Optionally, the spoken communication is also provided
textually to further reinforce the teaching of the presented
information and wording style. A "replay" control is optionally
provided, which when activated, causes the animated or video
character to repeat the model answer (e.g., audibly with the
textual reinforcement displayed). A "proceed" control is optionally
provided via which the user (and/or trainer) can instruct the
system to proceed to the next segment.
At state 426m, a determination is made as to whether there are
additional challenges to be presented to the trainee. If additional
challenges remain, the process proceeds back to state 412m,
otherwise the process proceeds to state 428m. The scores and/or a
summary thereof (e.g., a grade score or overall point score) is
calculated and presented with respect to the challenges presented
during the process. At state 430m, the process ends.
Referring now to FIG. 4G, an example training session process is
illustrated. At state 402g, a trainee (also referred to as a user)
logs into the training session via a terminal. If the training
session is password protected, the user may be asked to enter a
password. At state 404g, the appropriate training module is
selected from the training module database. The database can be
remote from the user and accessed over a network, or the database
(or a portion thereof) can be stored locally, in the user terminal
memory. If the user is so authorized, the user may be presented
with a list of modules which the user is authorized to access and
from which the user can select the appropriate module or module
series. Optionally, instead, the training system automatically
selects the appropriate training module or modules based on
information retrieved from the appropriate system database. For
example the information can include an identification of the
training courses the user is authorized to access, an
identification of which modules have already been completed by the
user, the user's scores on one or more already completed training
modules, and the user's training schedule as previously defined by
a training administrator or the user.
At state 406g, the training user instructions are retrieved from
the appropriate database and displayed and/or played back to the
user via the user terminal. In addition, module and/or module
series identification can be presented to the user (e.g., "This is
module 10 in the Loan Officer Training Series"). At state 408g, a
determination is made as to whether the user has indicated that a
non-interactive training simulation is to be skipped, and if so,
whether the user has met the prerequisite skip conditions (e.g.,
has previously viewed the simulation at issue). If the user has not
provided a skip instruction and/or has not met the requisite skip
instructions, the process proceeds to state 410g, and the
appropriate simulation is played via the user terminal. In the
non-interactive mode, the user is not provided with any or
substantial interactive capability (e.g., the user is not provided
with quizzes or tests during the simulation playback). If the user
indicated that the non-interactive mode is to be skipped, and if
optionally specified skip criteria are met (e.g., if the user has
previously viewed the interaction presentation), the process
proceeds to state 400h.
Once the example non-interactive simulation is complete, at state
412g, the user can activate a control (e.g., a begin or a continue
button or link) which causes the interactive mode to begin, and the
process proceeds to state 414g. Optionally, instead, the
interactive mode can automatically begin after completion of the
non-interactive simulation without manual user activation. At state
400h, the interactive simulation is presented to the user.
Optionally, the user can select a portion or chunk of the
simulation to be presented to the user, rather than the entire
simulation. For example, optionally the user can select a beginning
portion, a middle portion, or an end portion. Optionally, the user
can select a previously saved bookmark (e.g., the may have been set
by the user or the system at a previous session, such as at the
point the previous session was terminated). State 400h will be
discussed in greater detail below with respect to FIG. 4H. After
the completion of the interactive simulation, at state 400k, an
opportunity event identification test is presented to the user.
State 400k will be discussed in greater detail below with respect
to FIG. 4K.
At state 416g, a style quiz is optionally presented to the user.
The style quiz, for example, can include questions regarding the
communication style, tone of voice, and/or manner of a "person"
represented in the simulation. The person can be, for example, a
person who is simulating performing the "job" function (e.g., a
sales person, a financial adviser, a lawyer, a parent, singer,
doctor with patient, etc.) for which the user is training. The
style quiz, by way of example, can be in the form of a true and
false question, a multiple choice question, and/or a question
wherein the user's response can be provided using natural language,
etc.
At state 418g, the user's scores (e.g., scores related to the
number of quiz questions the user answered correctly, the number of
quiz questions the user answered incorrectly, the number of events
the user correctly identified, failed to identify, or
misidentified, and/or the time it took the user to complete
quizzes) are totaled in a given area, for example one or more of
the following (and/or other scores):
a score (e.g., a number, letter, or title) indicating the number of
correct event identifications during the interactive
simulation;
a score indicating the number of incorrect event identifications
during the interactive simulation;
a score indicating the number of correct answers to the quizzes
provided during the interactive simulation;
a score indicating the number of incorrect answers to the quizzes
provided during the interactive simulation;
a score indicating a score indicating the number of correct event
identifications during the interactive simulation;
a score indicating the number of incorrect event identifications
during the interactive simulation;
a score indicating the number of correct opportunity
identifications during the opportunity identification;
a score indicating the number of incorrect opportunity
identifications during the opportunity identification;
a score indicating the number of correct style quiz answers;
a score indicating the number of incorrect style quiz answers;
a cumulative score indicating the overall performance on the
module;
a ranking of the trainee relative to others in a selected set of
trainees based at least in part on the trainee's score(s) or
performance.
The system optionally presents one or more buttons, links, or menus
via which the user can instruct the system to return to the module
selection page, to proceed to the next module in the module series,
to replay the current module, or to exit the training session. If
the user elects to exit the training session, the process proceeds
to End state 420g.
Referring now to FIG. 4H, interactive simulation state 400h is
illustrated in greater detail. The simulation (which can instead be
a presentation of any actual interaction) of an interaction
corresponding to the skills to be trained is presented. The
simulation includes multiple events 400I.sub.1 to 400In, wherein a
given event can be an active error (a misstatement, interrupting
the customer inappropriately, offering an inappropriate
good/service, etc.), an error of omission, an opportunity, a missed
opportunity, or a style or tone problem. Instructions, such as
those provided at state 406g in FIG. 4G, can more narrowly define
the types of events that the user is to identify (e.g., an active
error or an error of omission). If the system detects a
misidentification of an event (where the user indicated that an
event had occurred, where none actually had occurred), a negative
score is assigned to the misidentification, and the simulation
continues uninterrupted. Optionally, negative feedback (e.g., an
error tone, an error icon, error text, or a color change of a
control or text) is provided to indicate that the user has
misidentified an event occurrence. The negative feedback can be
provided substantially immediately, or within a certain time window
(e.g., within 10 seconds of the time window within which the user
was to identify the event).
FIG. 4I illustrates an example of the process 400h performed during
an event illustrated in FIG. 4H. With reference to FIG. 4I, at
state 401i the system determines the occurrence of an event. The
determination can be performed by reading digital metadata stored
in association with the simulation, wherein the metadata indicates
the occurrence of an event. The training system monitors user
inputs to determine whether the user has identified the event
occurrence within the specified time window. For example, the user
can indicate that an event has been identified by one or more of
clicking on a hard button, a soft button, by providing a verbal
instruction, or via other user input.
If the user has identified an event, the process proceeds to state
410i, and a positive score is assigned to the user and stored in
computer readable memory. The process proceeds from state 410i to
state 412i, and the simulation is stopped in response to reading
metadata that indicates a quiz is to be given. The process then
proceeds to state 400j, and one or more quizzes are presented to
the user. State 400j is discussed in greater detail below.
If, at state 402i, the user failed to identify the event within a
corresponding time window, the process proceeds to state 404i, and
a negative score is assigned and stored in computer readable
memory. The process then proceeds to state 406i, and the simulation
continues until a designed stop indicating the end of the sentence,
phrase and/or concept being presented that includes the error. The
process proceeds to state 408i, and the system replays the portion
of the simulation that includes the end of the sentence, phrase
and/or concept being presented that includes the error, beginning
at a start point indicated by corresponding metadata and ending at
the end of the sentence, phrase and/or concept being presented. The
process proceeds to state 400j, and one or more quizzes are
presented to the user.
FIG. 4J illustrates a more detailed flow diagram of state 400j
illustrated in FIG. 4I. At state 402j, a quiz (e.g., multiple
choice, true/false, matching or free form questions) is presented
to the user via the user terminal. At state 404j, the user quiz
answer is received and a determination is made as to whether the
user answered the quiz correctly.
If the user answered the quiz correctly, the process proceeds to
state 406j and a positive score (indicating a correct answer was
provided) is recorded and the user is provided with substantially
immediate feedback (e.g., via a tone, icon, text, color change,
etc.) confirming the user's answer is correct. At state 408j, a
second quiz is optionally presented to the user. At state 410j, the
user quiz answer is received and a determination is made as to
whether the user answered the second quiz question correctly.
If the user answered the second quiz question correctly, the
process proceeds to state 412j and a positive score is recorded and
the user is provided with substantially immediate positive
feedback. The process then proceeds to state 414j and the
simulation resumes.
Referring back to state 404j, if the user provided an incorrect
answer to the first quiz question, the process proceeds to state
416j, and a negative score is provided (indicating an incorrect
answer was provided), and negative feedback is optionally provided
substantially immediately. At state 418j, a determination is made
as to whether the user has already attempted a predetermined
permitted of retries (R1). If the user has not yet exceeded the
predetermined permitted of retries, the process proceeds back to
state 402j and the first quiz is presented again. The user can then
attempt to correctly answer the first quiz question again. If, at
state 418j, the system determines that the user has already
attempted, but failed to answer the first quiz question R1 times,
the process proceeds to state 420j, and the correct answer is
provided to the user.
Similarly, referring back to state 410j, if the user provided an
incorrect answer to the second quiz question, the process proceeds
to state 422j, and a negative score is provided, and negative
feedback is optionally provided substantially immediately. At state
424j, a determination is made as to whether the user has already
attempted a predetermined permitted of retries (R2, which
optionally has the same value as R1). If the user has not yet
exceeded the predetermined permitted of retries, the process
proceeds back to state 408j and the second quiz is presented again.
The user can then attempt to correctly answer the second quiz
question again. If, at state 424j, the system determines that the
user has already attempted, but failed to answer the second quiz
question R2 times, the process proceeds to state 426j, and the
correct answer is provided to the user.
Referring now to FIG. 4K, state 400k discussed above with respect
to FIG. 4G is discussed in greater detail. One or more opportunity
event test 401l.sub.1-401l.sub.n, are presented to the user. FIG.
4L illustrates an opportunity event test 401l in greater detail. In
an example embodiment, the user will be asked to identify
statements or phrases made by a first individual (e.g., a customer)
during the simulation, which represented opportunities but that
were missed by the second individual (e.g., the customer service
person). The statements or phrases may be both textually presented
to the user and audibly played to the user.
Referring now to FIG. 4L, at state 402l, a first event phrase is
presented to the user. At state 404l a determination is made as to
whether the user identified the correct event phrase within a
predetermined time limit. If the user did correctly identify the
event phrase within the time limit, the process proceeds to state
412l, and the system records a corresponding positive score, and
provides the user with substantially immediate positive feedback.
The process proceeds to state 400j, and one or more quizzes are
presented to the user.
If, at state 404l, a determination is made that the user did not
correctly identify the event phrase within the time limit, the
process proceeds to state 406l, and the system records a
corresponding negative score, and optionally provides the user with
substantially immediate negative feedback. The user is provided
with another opportunity to identify the event phrase. At state
408l, a determination is made as to whether the user identified the
correct event phrase within a predetermined time limit on the
second attempt. If the user did correctly identify the event phrase
within the time limit, the process proceeds to state 414l, and the
system records a corresponding positive score, and provides the
user with substantially immediate positive feedback. If the user
failed to correctly identify the event phrase, the process proceeds
to state 410l, and a negative score is recorded.
While certain embodiments are described as having a human trainer
and trainee participate together in a training process (e.g., where
the trainer verbally asks the trainee questions and/or grades the
trainee), optionally instead, the training can be conducted without
a human trainer being present. For example, questions can be
presented to the trainee via a training terminal or printout, and
the trainee's verbal or hand input responses to the questions can
be recorded by the terminal or otherwise. Correct answers can then
be presented to the trainee (e.g., via the training terminal, a
printout or otherwise). The trainee can play back or otherwise
access the trainee's recorded responses, compare the recorded
responses to the correct answers, and optionally the trainee can
perform the scoring.
Referring now to FIGS. 3A-Y, which illustrate example user
interfaces, FIG. 3A illustrates an introductory screen display,
informing the User which training module is about to be presented.
FIGS. 3B-3G illustrate example screen displays that describe the
skills the corresponding module will teach and/or improve, and
provide the User with instructions on using the module. FIG. 3H
illustrates an example screen display that further describes and
provides instructions for the non-interactive simulation. FIG. 3I
illustrates an example screen display of a simulated customer
service person, and further illustrates a "Skip Part 1" button
which, when activated causes the non-interactive simulation to be
skipped.
FIG. 3J illustrates an example screen display that further
describes and provides instructions for the interactive simulation.
FIG. 3K illustrates the visual portion of the interactive
simulation, with an Error/Stop button (which can be otherwise
labeled) used by User to indicate the occurrence of the Event of
the type the User is asked to identify. FIG. 3L illustrates a first
example quiz question in the form of a multiple-choice question.
FIG. 3M illustrates an example screen display informing the User
that the User selected the wrong answer in the quiz question
illustrated in FIG. 3L. The User is prompted to try the quiz again,
and a "try again" button is provided, which when activated, will
cause the quiz in FIG. 3L to be displayed again. FIG. 3N
illustrates an example screen display informing the User that the
User again selected the wrong answer after attempting for the
second time to correctly answer the quiz question illustrated in
FIG. 3L. In addition, as illustrated in FIG. 3N, the correct answer
is provided by highlighting the correct answer.
FIG. 3O illustrates an example screen display informing the User
that the User selected the correct answer to a second multiple
choice question. FIG. 3P illustrates an example screen display
providing instructions with respect to an opportunity
identification test. FIG. 3Q illustrates an example phrase
identification question. FIG. 3R illustrates an example screen
display notifying the User of a failure to identify an opportunity.
A "Continue" button is provided, which causes a quiz to be
presented. FIG. 3S illustrates an example screen display of a
multiple choice quiz question relating to explaining why a certain
customer phrase represents an opportunity. FIG. 3T illustrates an
example screen display informing the User that the User selected
the wrong answer in the quiz illustrated in FIG. 3S. The User is
prompted to try the quiz again, and a "try again" button is
provided, which when activated, will cause the quiz in FIG. 3S to
be displayed again. FIG. 3U illustrates an example screen display
informing the User that the User again selected the wrong answer
after attempting for the second time to correctly answer the quiz
question illustrated in FIG. 3S. In addition, as illustrated in
FIG. 3U, the correct answer is provided by highlighting the correct
answer.
FIG. 3V illustrates an example quiz question related to identifying
the style of the customer service person in the simulation
presentation. FIG. 3W illustrates an example screen display
informing the User that the User selected the correct answer to the
question illustrated in FIG. 3V.
FIG. 3X illustrates an example explanation of the potential
subjectivity with respect to identifying errors and opportunities,
and with respect to the quizzes. FIG. 3Y illustrates an example
scoring screen display.
Of course, other user interfaces than the examples illustrated
herein can be used as well.
FIGS. 5A-V illustrate additional example user interfaces for
training personnel in the travel agency services field. In this
example, a travel agent is interacting with a customer. The example
visual component of the dramatic interaction is provided via
animated figures sequenced with an audio track, although video
sequences or real people can be used as well. Optionally, user
accessible controls (e.g., rewind, pause, fast forward, play,
resume, etc.) are provided to the trainee to allow the trainee to
control the presentation. For example, many of the following
interfaces include a pause control and a "go back" one screen
control.
FIG. 5A is an initial introduction interface. FIG. 5B illustrates a
user interface that provides trainee instructions. In this example,
the trainee is informed that the conversation the trainee is about
to be presented with is between a travel agent and a customer. The
instructions further inform the trainee that certain travel agent
statements contain errors, which the trainee needs to identify
within 5 seconds after the error occurrence by clicking on the Stop
button. The trainee is further informed that if the trainee
correctly identifies an error, a quiz will be presented. The
interface further explains that once the trainee answers the quiz,
the conversation will resume. The trainee is also informed that if
the trainee indicates an error where none occurred, the trainee's
score will be negatively affected. The trainee is then instructed
to click a Start button in order to initiate the presentation.
The example user interface illustrated in FIG. 5C provides a brief
description of the conversation scenario. In this example, the user
interface describes a conversation between two characters in a
travel agency. The example user interface illustrated in FIG. 5D
discusses the focus of the training module. In this example, the
interface states the module focus in on error identification, and
that the trainee is to identify errors strategically placed within
the conversation. FIG. 5E states that in some modules the trainee
will be given the opportunity to listen to an entire uninterrupted
conversation, during which the trainee can take notes prior to an
interactive portion, and in some modules, the trainee will not be
given such an opportunity.
In FIG. 5F, the user interface instructs the trainee to click
within a predefined area to identify an error within the
conversation. FIG. 5G informs the trainee that if the trainee
correctly identifies an error by clicking the mouse (or via other
user input device) at the appropriate time, the training system
will provide positive feedback by changing the color of a button
(e.g., an Error button). The interface can also inform the trainee
that the button related text will change to "Correct". The
interface illustrated in FIG. 5H informs the trainee that if the
trainee incorrectly identifies an error by clicking the mouse when
there is no conversation error, the training system will provide
negative feedback by changing the color of the button (e.g., an
Error button) to red, and by changing the button related text
(e.g., "OK" or blank text) to "Incorrect" or "Error".
The interface illustrated in FIG. 5I informs the trainee of the
time the trainee has to identify the error (5 seconds in this
example). In this example, a tutorial conversation session is to be
presented to the trainee and the interface informs the trainee that
the error will be identified by the system to the trainee, and that
a countdown clock (displaying the amount of time left for the
trainee to identify the error) will be displayed. The interface
further describes an error (misidentification of Ingrid Bergman's
birthplace) that will occur during the course of the tutorial
conversation. FIG. 5J illustrates the frame in which the error is
spoken.
The interface illustrated in FIG. 5K describes a multiple choice
quiz tutorial, wherein a first quiz will be directed to the nature
of the specific error, and a second quiz will ask the trainee to
identify a correct alternative. The user interface illustrated in
FIG. 5L provides an example first multiple choice tutorial quiz,
wherein the user is asked to select from a plurality of error
choices the erroneous statement made by the travel agent. FIG. 5M
illustrates the system emulating a trainee answering the quiz
illustrated in FIG. 5L. FIG. 5N illustrates a quiz wherein the
trainee is to select what the correct statement would have been
with respect to the erroneous travel agent statement. FIG. 5O
illustrates the system emulating a trainee answering the quiz
illustrated in FIG. 5N. FIG. 5P illustrates the system response if
the trainee selects the wrong answer a second time, wherein the
system highlights the correct answer. The user interface
illustrated in FIG. 5P further includes a "Continue Conversation"
control, which, when activated causes the system to continue
playing the conversation. FIG. 5Q illustrates the system emulating
a trainee selecting the "Continue Conversation" control.
FIG. 5R illustrates an example user interface displayed the first
time a trainee selects the wrong option in a quiz, wherein the
trainee is provided two opportunities to select the correct option.
FIG. 5S illustrates the conversation presentation resuming after
the "Continue Conversation" control is activated.
FIG. 5T illustrates an example user interface that provides the
trainee's scores. In this example, the interface displays the
number of correctly identified errors out of how many errors, the
number of incorrect error identifications (the number of times the
trainee indicated an error occurred, when no error had occurred),
and the number of quiz questions correctly answered out of how many
quiz questions.
FIG. 5U illustrates an example user interface presented before the
beginning of a practice session. FIG. 5V illustrates an example
user interface displayed during an interactive session upon the
user failing to identify an error, wherein the user interface
inform the trainee that the presentation will replay the error for
the trainee.
Thus, as described herein, certain embodiments enable trainees to
better identify opportunities to better serve clients, to better
capitalize on these opportunities, to better identify errors in
service-related discussions/conversations, and to learn how to
correct such errors. Further, systems and processes disclosed
herein will enable trainees to better analyze the service needs of
customers, clients, prospects, to better overcome objections to
services suggested by the trainee to customer, prospects, and
clients, to better and more appropriately finalize customer service
interactions, and to better and more appropriately time manage
service conversations. Certain embodiments can also trainee
families, spouses, and others learn to identify errors in their
handling of personal relationships, to listen better to others, and
to better manage their personal relationships.
The following are example scenarios and scripts:
Scenario A
Banker (B) and Customer (B) Interactions
Scenario #1
Phone Conversation
Background Info. The banker has not provided his account number
when the automated banker asks him to do so. He is told that if he
does not know his account number, to wait on the line for the next
representative.
B: Good afternoon. This is Linda at XYZ bank. How can I help
you?
A: Hello Linda . . . can you tell me what a check from 3 months ago
was made out to. I can provide you with the Check number, amount
and date.
B: Oh no . . . I can actually give you the check number amount and
date, but don't have access to the name to whom the check was made
out to. What we can do is request a federal copy of the check for
you. Have you ordered those before? (Error 1)
Multiple-Choice-You can pick more than one answer.
What did the banker fail to do?
a. She failed to answer the client's question. b. She failed to
verbally acknowledge the given sales/service opportunity. c. She
failed to introduce herself properly. d. She failed to ask the
client's name. Note: If the participant picks the correct answer
d., a second multiple-choice question and answers will appear: If
they pick the wrong answer, they are prompted to try again, until
the right answer is presented by default. What should she have
done? a. She should have asked the client for his name immediately
after introducing herself. b. She should have asked client's name
immediately after client's request for the check info. c. She
should have asked for client's account number first, then used the
name displayed. d. She should have asked for client's social
security number first, then pulled up their account with their
name. A: No, I haven't. B: You get three per statement cycle, so
this will be free of charge. A: No kidding! That's the first time
this bank has offered me anything for free. B: Oh, really? I'm
sorry to hear that. Let me get that check information and your
social security number please. (Error 2) What did the banker do
wrong? a. She failed to pick up on a hot topic. b. She ignored the
client's comment. c. She failed to offer the client something for
free. d. She gave the client false information. What was the hot
topic? a. The client could benefit from having his checks returned
to him. b. The client feels the bank charges for everything. c. The
client is dissatisfied with his current bank. d. All of the above.
What could the banker have done differently? a. She could have
acknowledged the client's concern of spending too much and used
this as a subject to weave into determining the client's needs. b.
She could have told the client that she would mail the cleared
checks back to him. c. She could have inquired about the comment
that he doesn't receive "anything for free." d. She could have
informed the client of all of the bank's complimentary features. A:
My social is 769708868 and the check number was 1189. And it was
for $378.86 and the date was Mar. 27, 2003. B: Okay, Mr. Teale. You
should receive the copy of that check in the mail sometime within
the next week. A: Oh great. B: Now Mr. Teale, may I ask you a few
questions regarding your financial needs today? (Error 3) What did
the banker do wrong? a. She failed to make the appropriate
introduction for the client interact. b. She failed to offer
cleared check return services to the client. c. She failed to ask
whether if the client was interested in image check services. d.
She failed to pre-position the marketing of products. What could
the banker have done? a. Explained why they were transitioning into
a discussion of the client's banking needs. b. Explained how
discussing the client's needs is important for building a
relationship as well as a better understanding of the client's
financial needs. c. She could ask the client if this was an
appropriate time to discuss the client's needs. d. She could have
mentioned the desirability of discussing the client's needs at the
beginning at the time of introductions. A: Okay. Is this going to
be another one of those fees I'll find in my statement next month
under Phone Banker charges? B: No, not at all. This is an analysis
we're doing with all of our clients. (Error 4) What did the banker
do wrong? a. Failed to explain the importance of evaluating the
client's needs thoroughly. b. Failed to address the issue of Phone
Banker fees. c. Failed to recognize the client's frustration. d.
All of the above A: Okay. B: Do you think that you or any members
of your family will have a need to borrow any money, say, sometime
within the next six to twelve months? A: No, probably not. Our
family is consumed with my sister's wedding that's coming up. B: So
your sister's getting married! Well, that's exciting. A: Yeah, but
you know, I was going to travel the country with my cousin Alfred.
But as always, even at 72 years of age, the world's got to stop at
her feet and when she asks for it. B: Who's 72? A: My sister! B:
Wow that's incredible! Good for her. A: Our mother left us a trust,
but we're using it up and her wedding is already putting a huge
dent in it. It's no small wedding. I can tell you that much! B: I
understand. You know, we're here to help you if you or your sister
should ever need help. (Error 5) What did the banker do wrong? a.
She asked the first question incorrectly. b. She ignored the
comment about sister's upcoming marriage. c. She didn't'
acknowledge any of the several sales and service opportunities. d.
She failed to inquire about the trust left to her by her mother.
What could the banker have said to acknowledge the client's
potential needs? a. "It sounds like the wedding will be quite
expensive and it's unfortunate that you're drying up your trust.
Have you thought about taking out a loan?" b. "Why don't you give
me a grand total of expenses you expect to pay and we'll work out a
loan for you." c. "It sounds like you'll need a loan for your
travel expenses after the wedding. Do you want to set up an
appointment to talk?" d. All of the above. A: Thank-you. Okay, is
that it? B: No, just a couple more questions Mr. Teale, if that's
okay with you? A: Okay. B: Do you have any deposits and/or
investments besides what you have with us, elsewhere? What did the
banker do wrong? a. She did not preposition the deposits and
investments question. b. She asked the question out of order. c.
She did not clarify what the client has currently at the bank. d.
All of the above A: No. Should I? B: (laughs) No, we would like to
keep you all to ourselves here at this bank. Now, besides the
checking account and Savings accounts, check card and credit cards
you have here do you have anything set up elsewhere? A: No. I used
to have an account with XYZ bank but I closed it when I got
separated from my wife. B: And it's very nice to have you as a
client indeed Mr. Teale. (Error 6) What did the banker do wrong? a.
She failed to inquire about the trust account. b. She failed to
explain the reason for asking the questions. c. She failed to
respect the client's possible time constraints. d. She left the
question asking for outside deposits and investments too soon. A:
Thank you. B: That concludes the analysis. Is there anything else I
can do for you today? A: No, I look forward to getting the copy of
that check soon. B: Yes, it should arrive sometime within the next
week at your home address. A: Great. B: No problem. Have a nice
day. A: Thank you very much. B: You're very welcome. Bye. A:
Bye.
Scenario B
Banker (B) and Customer (B) Interactions
Directions: In this scenario, participant is told to click the STOP
icon not just when an error has been made, but also when an
opportunity clue leading to a potential sale and/or service has
been identified.
Total # errors & opportunity clues=14
Background Info The client is upset with an error that has recently
occurred on her checking account. She has come into the branch
because her previous attempts to correct the error over the phone
have not proved efficient.
A: Hi, I have a major problem with my account, and I really want it
fixed.
B: Sure what's STOP the problem? (Error 1)
True or False
The banker made the right move by immediately asking what the
problem was.
a. True b. False What should the banker have said instead? a. The
banker should have shown more sympathy for the client's situation
before asking for the specific problem. b. The banker should have
asked for the client's name to pull up the relevant account. c. The
banker should have introduced himself then asked the client's name
to pull up the relevant account. d. All of the above. A: A couple
days ago, I withdrew $1000 from my account, and apparently you guys
withdrew $2000 by mistake. So, now my account has a negative
balance STOP. (Opportunity Clue 2) What opportunity clue(s) did you
hear? a. An opportunity for opening up a savings account. b. An
opportunity to discuss better money management and budgeting plans.
c. An opportunity to discuss assigning the client a personal
relationship banker. d. All of the above. What is the best method
of discussing these opportunity clues? a. via teleconference b. via
online banking c. via a structured needs discovery process d. All
of the above A: (continues to speak) And I called yesterday and
spoke to someone and they told me that it would be dropped off by
the evening, so when I logged on again this morning and checked, I
see nothing has changed. I'm still at a negative balance, and I
have to pay my rent STOP tomorrow. (Opportunity Clue 3) What
opportunity clue(s) did you hear? e. An opportunity for opening up
a savings account. f. An opportunity to discuss better money
management. g. An opportunity to discuss assigning the client a
personal relationship banker. h. All of the above. B: Wow! I'm
really sorry this has happened. Let me pull up your account. May I
have your social security number please? A: Yeah, okay it's
064616525. B: Okay, I see what the problem is. It looks like since
you withdrew the money after 4 pm, that the withdrawal wasn't
posted until the next day, and in order to have it dropped off, it
would have taken a day from the time the withdrawal was posted . .
. the next transaction day. So, you should see a change by tonight.
A: Okay, but that's pretty much what I was told yesterday STOP and
if I have to come back here again tomorrow, I'm not going to be
very happy about this. I do work across the street so I will be
back again if I have to. I really don't appreciate coming down here
multiple times this week. (Opportunity Clue 4) What opportunity
clue or hidden message did you hear? a. an opportunity for opening
up a Savings account. b. An opportunity to discuss better
time-management. c. An opportunity to discuss assigning the client
a private banker. d. All of the above. B: Sure of course. Let me
take your number and we'll call you to let you know what has
happened. This problem should be fixed by midnight tonight.
Meanwhile, I'm going to go ahead and credit your account $20.00 for
the inconvenience. I think this is just a glitch in the system
here, because you're not the only one it has happened to. A:
(sarcastic) Yeah, okay great. I guess $20.00 is great, but you know
I've been with you guys for about 9 years now STOP and I really
don't appreciate being treated this way. It'll be really easy to
take my account to another bank that's offering me_$75 and a free
checking account just to join them! (Opportunity Clue 5) What
opportunity clue or hidden message did you hear? a. The client has
been shopping around. b. The client has recent reservations with
the bank c. The client needs more compensation for what she's gone
through. d. All of the above. What topics should be addressed and
when or how should they be discussed? a. The client's
dissatisfaction with the current bank; the time to discuss them is
now. b. The client's need for more compensation; the banker can
talk about client's immediate credit needs, if needed. c. The
client has been shopping around; the banker should bring up the
services the bank can offer to meet the client's many ways. d. All
of the above. B: Sure I understand. We're going to look into this
to make sure it doesn't happen again. You know . . . one thing that
can help us out at this bank STOP is if you participate in a new
analysis we're conducting with all of our clients. (Error 6) What
did the banker do wrong? a. introduced the client needs analysis at
an inappropriate time. b. Did not pre-position the client needs
analysis. c. Did not bother to ask if the client has enough time.
d. Mentioned how the client needs analysis will help the bank, but
not the client. What should the banker have said instead? a. The
banker should have asked the client for 4-5 minutes of their time
to conduct a client needs analysis. b. Explained the purpose of the
client needs analysis, as related to the enhancement of their
services and relationship with the client. c. Asked the banker when
the right time to conduct a client needs analysis would be, and set
an appointment A: What for? B: It helps us get a better picture of
how we can be more helpful to our client's financial needs. But the
best way to find out is to take part in it. (Error 7) True or False
The banker handled the objection well. a. True b. False A: Look, I
don't have long. I'm here on my lunch hour. B: I promise this will
not take long at all STOP and will be highly beneficial to you.
(ERROR 8) What should the banker have said or asked the client,
that he hasn't? a. the banker could have asked for a better time to
conduct a client needs analysis and set the appointment. b. The
banker could have been honest about the time a client needs
analysis can take, and then expressed the urgency of conducting one
at the current time. c. The banker should specify the time it takes
to conduct a client needs analysis. d. All of the above What is the
duration of conducting a client needs analysis? a. 15 minutes
including any additional questioning. b. 4-5 minutes for the
initial part; an additional 4-5 more for additional questions c.
2-3 minutes for the initial part; an additional 2-3 more for
additional questions. d. Any of the above A: Okay, but you guys
made me a promise last night that you didn't keep! B: I'm sorry I
don't know who you talked to. They should have given you the facts
but because of this glitch in our system everyone's kind of had a
lot on their plate to deal with recently. I promise I will look
into your situation personally. Now, shall I start with the
analysis? ERROR 9 What did the banker do wrong? a. Miss the
opportunity for a service b. Ignore the client's frustration c.
Revealed the bank's glitch. d. Didn't ask who helped them. What
could have been done? a. A personal banker could be assigned to the
banker to avoid future confusion and inconsistency. b. Acknowledged
the client's frustration, by mirroring it (verbally repeating it
with an empathetic remark). c. Assuring the client that she will be
better taken care of after conducting the client needs analysis
because there will be a better profile of her and her needs for the
bank to build a relationship upon. d. All of the above. A: Okay,
but if it runs too long, I'm leaving in the middle. B: No problem.
Okay, Ms. Levy, for starters do you or any of your family members
have a need STOP to take out any loans sometime between now and
next year? (ERROR 10) What did the banker do wrong? a. Asked the
wrong question first. b. Didn't define the purpose of the question
before asking it. c. Re-asked the question when the participant had
already answered that there were no needs. d. Did not ask about
specific areas where a loan may be considered A: No, not really. B:
Okay, so there are no borrowing needs STOP that we can look at
today? (Error 11) True or False The banker should have given
specific types of loan examples and given a detailed account of
each to confirm that the client does not have any borrowing needs
with respect to the loans the bank offers. a. True b. False A: Not
that I can think of, no. B: Okay, do you have any deposits STOP
and/or investments at any other financial institution? (Error 12)
True or False
The banker pre-positioned the question well. a. True b. False What
could the banker have said? a. In order to help you consolidate any
of your outside accounts here with your accounts at this bank, can
you tell me what deposits and investments you may have elsewhere?
b. In order to help simplify your financial life, can you tell me
what investments/deposits, you have elsewhere? c. In order to help
you simplify your financial life through consolidation of accounts
where appropriate in an attempt to save you time and money, can you
tell me what investments/deposits, you have elsewhere? A: No, just
with your establishment. B: What about credit cards STOP check
cards Savings or Checking accounts aside from what you have here
with us? (Error 13) True or False The client did not pre-position
the question well. a. True b. False A: Nope . . . all I have is
what you have on your screen there. B: Alright . . . well I have to
conclude the analysis STOP here because it looks like there isn't
much we can look at today. (ERRORS 14) True or False The banker has
reached an adequate conclusion after analyzing the client. a. True
b. False What did the banker do wrong? a. He rushed the client
needs analysis process without thoroughly analyzing the client's
needs. b. He missed all opportunities for potential sales and
services that could have met the client's needs. c. He did not give
any rationales for asking any of the client needs analysis probes
or pre-position the client needs analysis process well. d. All of
the above. A: I'm pretty happy that it was quick just like you said
it would be. B: Yes, and I am so sorry about what has occurred.
We'll be staying in touch. Good luck. A: Yeah thanks. I look
forward to the withdrawal to be dropped off by midnight tonight. B:
Yes, it will be dropped off no later than tonight. A: Okay, I
appreciate your help. B: Pleasure is mine. Bye Ms. Levy.
Scenario C
Travel Agent (X) and Client (Y) Interactions
X1
Welcome to The Alternate Learning Travel Agency. What can we do for
you today?
Y1
I am a movie buff and am interested in traveling to Europe for a
week this summer.
X2 (ERROR)
Well, I'd recommend you go see the birthplace of Ingrid Bergman in
Finland. The weather there is stunning during the summer
months.
II. Quiz 1A
Q: Where was Ingrid Bergman born? A Turkey B Norway C Sweden D
Iceland
III. Quiz 1B
Q: Which body of water lies to the east of Sweden? A The Baltic Sea
B The Caspian Sea C The Red Sea D The Dead Sea X2C (CORRECTED)
Well, I'd recommend you go see he birthplace of Ingrid Bergman in
Sweden. The weather there is stunning during the summer months.
Y2
Well actually, one of my favorite movies is La Strada with Anthony
Quinn.
X3
Quinn was born in Mexico, but we can send you Italy, where the
movie was made.
Y3
That sounds quite exciting.
X4 (ERROR)
We have 4 destination specials at the moment; Naples in the South,
Bolzano in the mountains, Milan on the beach, or Venice by the
canals.
IV. Quiz 2A
Q: Which of these facts is wrong? a. A Naples is in the south of
Italy B Milan is on the coast i. C Bolzano is in the Alps D Venice
has canals
2. Quiz 2B Q: What island lies off the southern tip of Italy? A
Corsica B Sardinia C Sicily B. D Crete X4C (CORRECTED) We have 4
destination specials at the moment; Naples in the South, Bolzano in
the mountains, Milan in the North, or Venice by the canals.
Y4
How about France?
X5
Well there is always the Riviera. You've got Nice and St. Tropez
which can be pricey, or we can send you on a wine tour starting in
Bordeaux in the west.
Y5
Oh, I absolutely love wine.
X6 (ERROR)
If you love wine, you'll love this trip we have to the Champagne
caves in Burgundy.
V. Quiz 3A
Q: Where are the Champagne caves? A Reims (a) B Champagne C Both of
the above ii. D None of the above
VI. Quiz 3B
Q: In the list below, which is the nearest city to where champagne
is made? A Paris a. B Tolouse C Marseille D Lyon X6C (CORRECT) If
you love wine, you'll love this trip we have to the Champagne caves
northeast of Paris.
Y6
How long will it take me to get to Paris from Los Angeles?
X7 (ERROR)
The flight is very pleasant and should take you no longer than 9
hours non-stop. What day would you like to depart?
VII. Quiz 4A
Q: How long is a non-stop flight form Los Angeles to Paris? A 10.5
hrs B 11.5 hrs. C 12.5 hrs. D None of the above
VIII. Quiz 4B
Q: How far is Los Angeles from Paris? i. A 4090 miles B 3923 miles
C 8012 miles D 6159 miles X7C (CORRECT) The flight is very pleasant
and should take you ten and a half hours non-stop. What day would
you like to depart? END
Scenario D
Travel Agent (X) and Client (Y) Interactions
X1
Welcome to the Advanced Listening Travel Agency! What can we do for
you today?
Y1
I am a movie buff and am interested in traveling to Europe for a
week this summer.
X2
Well, I'd recommend you go see the birthplace of Ingrid Bergman in
Finland. The weather there is stunning during the summer
months.
Quiz 1A
What is the error?
A. Ingrid Bergman was born in Finland.
B. The weather in Finland is stunning during the summer months.
C. Ingrid Bergman was born.
D. A&B
What should the Travel Agent have said instead?
A. Ingrid Bergman was born in Norway.
B. Ingrid Bergman was born in Paris.
C. Ingrid Bergman was born in Sweden.
D. To this day, the birthplace of Ingrid Bergman remains a
mystery.
Y2
Well actually, one of my favorite movies is La Strada with Anthony
Quinn.
X3
Quinn was born in Mexico, but we can send you Italy, where the
movie was made.
Y3
That sounds quite exciting.
X4
We have 4 destination specials at the moment:
Sicily in the South,
Rome, which is the capital,
Milan, which is on the beach,
or Venice by the canals.
Quiz 2A
What is the Error?
A. Sicily is in the South of Italy. B. Milan is on the beach. C.
Venice is by the canals. D. Rome is the capital of Italy. Quiz 2B
What could the Travel Agent have said about Milan? A. Milan is the
Italian Riviera. B. Milan is a town in Rome. C. Milan is the name
of Venice's famous canal. D. Milan is in Northern Italy.
Y4
How about France?
X5
Well there is always the Riviera. You've got Nice and St. Tropez on
the Mediterranean, which can be pricey, or we can send you on a
wine tour starting in Bordeaux in the west.
Y5
Oh, I absolutely love wine.
X6
If you love wine, you'll love this trip we have to the Champagne
caves in Burgundy. It is one of our most popular trips.
Quiz 3A
What is the Error?
A. The Travel Agent assumes the Client loves wine. B. The Travel
Agent claims that this is one of their "most popular trips." C.
Champagne Caves are in Burgundy. D. A&B Quiz 3B What could the
Travel Agent have said instead? A. Champagne caves can be found in
Reims. B. Champagne caves can be found in Champagne. C. Champagne
caves can be found in Tuscany.
IX. D. A&B
a. Y6 Well, I've never been a fan of Champagne . . . a little
pretentious if you ask me. I think I'd like to go to Rome instead.
X7 All right then! Let's see what we have available to France. When
would you like to travel? Quiz 4A What is the Error? A. The Travel
Agent assumes the responsibility of looking for available dates of
travel. B. The Travel Agent says he will look for flight
availability to France. C. The Travel Agent asks the Client when
she would like to travel. D. All of the Above. Quiz 4B What does
this Error say about the Travel Agent and how what could he have
said instead? A. The Travel Agent could be distracted. He could
have offered to look at availabilities to Rome. B. The Travel Agent
hasn't heard what his Client has said. He could have offered to
look at availabilities to Rome. C. The Travel Agent doesn't care
about the Client's wish. He could have offered to look at
availabilities to Milan. D. A&B END
Thus, as described above, certain embodiments involve having a
trainee provide "real world" verbal answers, rather than multiple
choice or true-false, to thereby better test for real knowledge
versus the "prompted knowledge" of multiple choice or true-false
testing. Further, even though a trainee provides verbal answers,
certain embodiments still facilitate objective scoring. In
addition, the process of providing verbal "real world" answers
impacts cognitive and psychomotor functions of the trainee's brain.
In addition, fluency, automaticity (the ability to do things
without occupying the conscious mind with low level details) and
the ability of the trainee to generalize the trained skills and
subject matter are enhanced. Thus, multi-channel integrated
learning is provided by affecting different brain areas (e.g., the
visual, hearing, and cognitive).
Further, certain embodiments teach critical thinking and train
users in taking an idea or issue to its logical conclusion.
Optionally, even if the user is unable to answer a question in a
related series of questions, the trainee's critical thinking is
further trained via subsequent questions in the series. As
discussed above, "Microscoring" is provided in certain embodiments,
wherein if the trainee fails to answer a first question in a series
of questions, the trainee is appropriately scored for the failure,
but the answer is then provided to the trainee so that the trainee
can answer (and be scored on) subsequent questions in the
series.
In addition, certain embodiments utilize a human facilitator to
enhance the trainee's engagement, attention, focus and fun.
Further, the facilitator, by acting as a facilitator also learns
certain of the skills and information being taught to the trainee,
thereby providing "dual learning". Optionally, training can be
performed solo by the trainee, without a human facilitator.
It should be understood that certain variations and modifications
of this invention would suggest themselves to one of ordinary skill
in the art. The scope of the present invention is not to be limited
by the illustrations or the foregoing descriptions thereof.
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